2. 1. Discourse on the future of the library
2. The role of Librarian Instruction at UEA
3. Integrating Library Onboarding Materials into patron workflows via
5. Next steps
Libraries should ‘surface content
in the places where users actually
are rather than where libraries
would like them to be.’
PINFIELD, S. , COX, A. AND RUTTER, S., 2017. MAPPING THE FUTURE OF ACADEMIC LIBRARIES: A REPORT FOR SCONUL . REPORT.
SOCIETY OF COLLEGE, NATIONAL AND UNIVERSITY LIBRARIES (SCONUL) , LONDON.
5. A N E W S TA G E I N T H E
D E V E LO P M E N T O F T H E
L I B R A R Y E X P E R I E N C E ?
Library as a destination the user
must come to
Content centric, campus-
dependent, linear systems
Library in the life of the user, embedded in
their preferred workflows
Patron centric, learning & research
a partner in
going to where
the patron is
6. 2021 LIBRARIAN WHITE PAPER &
Charting the future of the librarian-patron relationship.
● Large-scale librarian and patron survey &
interviews launching in April 2021, with white
paper published in Summer 2021.
● Will take forward previous white papers on
‘future of the library’ and the library ‘in the
life of the user’, with focus on practical steps
and but putting the librarian at the centre.
Take part now at
8. Librarian Instruction is an important part of patron support
• We have a range of library instructional materials at UEA
• They cover all sorts of topics from resource guides to referencing or literature reviews
• In addition to Subject Librarians, we have a Digital Literacies Librarian who spends a lot of time
creating, maintaining and promoting these
• These are often hosted outside the patron’s workflow (our VLE, Libguides, website, individual
documents!) - we want to bring these materials to their point of need
10. S T E P 1 – A D D I N G T H E
C O N T E N T
The first step is to add the content
to the Lean Library browser
This is done by adding a title and
the content URL via the Lean
Example shown: Statista
Adding the content on the Lean Library dashboard.
11. S T E P 2 – S E T T I N G U P
W H E R E T H E C O N T E N T
S H O U L D A P P E A R
The content must now be connected
to the relevant part of the workflow
you want it to appear – i.e. the
Example shown: Statista
Setting up where the content should appear.
12. S T E P 3 – A D D I N G
A D D I T I O N A L
P R E F E R E N C E S
Add additional preferences for
your patron’s user experience.
Example shown: Statista
• Add a timeframe for how long this integration should be
• Decide whether the content should display only once, or until
marked as read by your patrons
21. Library Instruction usage
By delivering library instructional material to
their patrons at the point of need, UEA was
able to increase usage of library support.
In this case, delivering instructional material
for EBSCO CINAHL on EBSCO CINAHL
increased usage x55.
EBSCO CINAHL Library Instruction Usage
With Lean Library Integration Before Lean Library integration
23. L E A N L I B R A R Y
F U T U R E S
• Further work to streamline implementation and set-up,
including third-party integrations
• Working with development partners like UEA to define the
parameters of ‘the library’ (the what) and ‘the workflow’ (the
where, when and how) to meet the aim of Futures – ‘to bring
the library into the patron’s workflow’
24. Check out the case study
Please check out the case study of UEA’s
27. S O M E F U R T H E R
R E A D I N G
Useful research on ‘point of need’
library resource delivery.
German, E. (2017). LibGuides for instruction. Reference & User Services Quarterly, 56(3),
“For an effective LibGuides service, each individual guide needs to be effective. Class guides
are a good way to accomplish this through their narrow scope, content that is framed in the
context of the learner, and the delivery of information and resources with learners at their
point of need.”
Baker, R., 2014, Designing LibGuides as Instructional Tools for Critical Thinking and Effective
Online Learning, Journal of Library & Information Services in Distance Learning, Volume 8,
‘Assignment guides can be designed to address key learning theories to meet those goals and
engage students more effectively in their own learning and provide that instruction at the
student's point of need.’
Little, J. J., 2010. Cognitive load theory and library research guides. Internet Reference
Services Quarterly, 15(1), 53-63.
‘When verbal/ nonverbal materials are used and learners interact with them to create
“personalized guidance”.’ → Point-of-need and customized guidance is extremely beneficial
to the learner as it helps them to reduce their cognitive load (the act of processing
information before actual learning can occur).
28. A D D I T I O N A L
R E F E R E N C E S
Pinfield, S. , Cox, A. and Rutter, S., 2017. Mapping the future of academic libraries: A report for
SCONUL. Report. Society of College, National and University Libraries (SCONUL) , London.
Evans, G., and Schonfeld, R. C., 2020. It’s Not What Libraries Hold; It’s Who Libraries Serve:
Seeking a User-Centered Future for Academic Libraries. Ithaka S+R. Available at:
Schonfeld, R. C., 2015. Meeting Researchers Where They Start: Streamlining Access to
Scholarly Resources. Ithaka S+R. Available at: https://doi.org/10.18665/sr.241038
Dempsey, L., 2016. Library collections in the life of the user: two directions. Liber quarterly,