The document summarizes the findings of a survey conducted by librarians at the University of Illinois aimed at understanding the needs of distance learners. The survey received 146 responses. It found that distance learners were not fully aware of all the library services available to them such as online webinars and chat reference. Respondents expressed a need for better advertising of services and suggested tutorials on how to use different library resources and search engines. The librarians learned there are opportunities to improve communication with and instruction for distance learners to help bridge knowledge gaps.
research pathfinders 2.0: collaborating to create information streams for s...Buffy Hamilton
Presentation about collaboration and research pathfinders for Dr. Katherine Mason's TOSS/preservice teachers at Kennesaw State University, April 8, 2009.
Oh, The Places You'll Go: Creating Streams of Information for Research Pathfi...Buffy Hamilton
Presented to NEFLIN December 16, 2010 via online webinar. Resources for this webinar are available at http://theunquietlibrarian.wikispaces.com/research-pathfinders-neflin2010
Presented at the BIGGER 2009 Bibliographic Instruction Group for Georgia’s Eastern Region
Hosted by Zach S. Henderson Library, Georgia Southern University, Statesboro, GA by Buffy Hamilton. Resources are available at http://theunquietlibrarian.wikispaces.com/bigger2009 .
research pathfinders 2.0: collaborating to create information streams for s...Buffy Hamilton
Presentation about collaboration and research pathfinders for Dr. Katherine Mason's TOSS/preservice teachers at Kennesaw State University, April 8, 2009.
Oh, The Places You'll Go: Creating Streams of Information for Research Pathfi...Buffy Hamilton
Presented to NEFLIN December 16, 2010 via online webinar. Resources for this webinar are available at http://theunquietlibrarian.wikispaces.com/research-pathfinders-neflin2010
Presented at the BIGGER 2009 Bibliographic Instruction Group for Georgia’s Eastern Region
Hosted by Zach S. Henderson Library, Georgia Southern University, Statesboro, GA by Buffy Hamilton. Resources are available at http://theunquietlibrarian.wikispaces.com/bigger2009 .
Part of my presentation on how media specialists can use Web 2.0 tools to rev up their research pathfinders and to help students develop their own research portals. Please see http://theunquietlibrarian.wikispaces.com/researchpathfinders2oh .
An outreach presentation given by librarians at Indian River State College at other departments' meetings. The presentation's goal is to inform other departments
Solving the Information Literacy Puzzle: Creating Worlds of Learning with Res...Buffy Hamilton
Please see http://theunquietlibrarian.wikispaces.com/Creating+Research+Pathfinders for resources. Slidedeck for LBSC 642 University of Maryland guest virtual class visit for "Integrating Technology in Learning and Teaching", February 16, 2010
A presentation about redesigning the WVU Libraries website through the 6-part strategy of making a responsive website, researching using qualitative, quantitative, and visual
research, defining the WVU Libraries’ target audience, creating user scenarios, designing hierarchy, and employing content strategy .
Mobile Information Literacy: Let’s use an app for that!Stefanie Havelka
Presentation by Stefanie Havelka and Alevtina Verbovetskaya at "Engaging Students with Transliteracy, Teaching and Technology" Conference. March 16, 2012, Albany, New York
workshop and presentation at the European Conference on Information Literacy in Istanbul, Turkey, October 22-25, 2013 (http://www.ecil2013.org/index.php/page,109,workshops)
Slides for Shira Atkinson and Kindra Becker-Redd's presentation at the Around the World Conference (4 May 2017).
Abstract:
Fake news presents real problems. While misinformation has always existed, the internet and social media have allowed it to proliferate and wield unprecedented influence on public opinion and discourse. In the United States, fake news helped to determine the 2016 presidential election and it continues to inform national and state policies in harmful, counterproductive ways. Information professionals, and particularly librarians, are seizing this moment to demonstrate the power of their expertise by formulating new tools that can help the public navigate the so-called ‘post-truth world’. These tools capitalize on librarians’ command of information literacy and promote a skills-based approach that is not only essential to the foundations of research but vital for the very well-being of democracy. The presenters will discuss the different tools that librarians and other information professionals are creating such as research guides, videos, infographics, apps, and other types of media; evaluate the challenges and limitations of existing tools and approaches; and consider future implications and actions for librarians.
Using What They Know to Teach Them What They Need to KnowLucinda Rush
Conference Presentation
Georgia International Conference on Information Literacy
Lucinda Rush
Old Dominion University
Expropriation of social networking site consumer skills to aid students in mastering the ACRL Information Literacy Threshold Concepts.
Who better to teach information management skills than librarians? Run-of-the-mill library instruction rarely leaves time to cover topics such as current awareness tools, copyright concerns or scholarly communication education. The Savvy Researcher asks us to reconsider the drop-in workshop as a venue for the inquisitive graduate student. In this interactive session, we’ll demonstrate several active learning techniques including PowerLearn, a form of speed dating for instruction. You will develop a lesson plan to implement a workshop/module customized for the needs of your institution. Don’t miss the Pecha Kucha, “Every path has it’s puddle: We wore rain boots so you don’t have to.”
Part of my presentation on how media specialists can use Web 2.0 tools to rev up their research pathfinders and to help students develop their own research portals. Please see http://theunquietlibrarian.wikispaces.com/researchpathfinders2oh .
An outreach presentation given by librarians at Indian River State College at other departments' meetings. The presentation's goal is to inform other departments
Solving the Information Literacy Puzzle: Creating Worlds of Learning with Res...Buffy Hamilton
Please see http://theunquietlibrarian.wikispaces.com/Creating+Research+Pathfinders for resources. Slidedeck for LBSC 642 University of Maryland guest virtual class visit for "Integrating Technology in Learning and Teaching", February 16, 2010
A presentation about redesigning the WVU Libraries website through the 6-part strategy of making a responsive website, researching using qualitative, quantitative, and visual
research, defining the WVU Libraries’ target audience, creating user scenarios, designing hierarchy, and employing content strategy .
Mobile Information Literacy: Let’s use an app for that!Stefanie Havelka
Presentation by Stefanie Havelka and Alevtina Verbovetskaya at "Engaging Students with Transliteracy, Teaching and Technology" Conference. March 16, 2012, Albany, New York
workshop and presentation at the European Conference on Information Literacy in Istanbul, Turkey, October 22-25, 2013 (http://www.ecil2013.org/index.php/page,109,workshops)
Slides for Shira Atkinson and Kindra Becker-Redd's presentation at the Around the World Conference (4 May 2017).
Abstract:
Fake news presents real problems. While misinformation has always existed, the internet and social media have allowed it to proliferate and wield unprecedented influence on public opinion and discourse. In the United States, fake news helped to determine the 2016 presidential election and it continues to inform national and state policies in harmful, counterproductive ways. Information professionals, and particularly librarians, are seizing this moment to demonstrate the power of their expertise by formulating new tools that can help the public navigate the so-called ‘post-truth world’. These tools capitalize on librarians’ command of information literacy and promote a skills-based approach that is not only essential to the foundations of research but vital for the very well-being of democracy. The presenters will discuss the different tools that librarians and other information professionals are creating such as research guides, videos, infographics, apps, and other types of media; evaluate the challenges and limitations of existing tools and approaches; and consider future implications and actions for librarians.
Using What They Know to Teach Them What They Need to KnowLucinda Rush
Conference Presentation
Georgia International Conference on Information Literacy
Lucinda Rush
Old Dominion University
Expropriation of social networking site consumer skills to aid students in mastering the ACRL Information Literacy Threshold Concepts.
Who better to teach information management skills than librarians? Run-of-the-mill library instruction rarely leaves time to cover topics such as current awareness tools, copyright concerns or scholarly communication education. The Savvy Researcher asks us to reconsider the drop-in workshop as a venue for the inquisitive graduate student. In this interactive session, we’ll demonstrate several active learning techniques including PowerLearn, a form of speed dating for instruction. You will develop a lesson plan to implement a workshop/module customized for the needs of your institution. Don’t miss the Pecha Kucha, “Every path has it’s puddle: We wore rain boots so you don’t have to.”
EUI Student Conference Poster Session - Fall 2011Merinda Hensley
Each semester, the Ethnography of the University Initiative at the University of Illinois at Urbana-Champaign organizes a student conference. To learn more: http://www.eui.illinois.edu/
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Convenient isn't always simple: Digital Visitors and Residents.Lynn Connaway
Connaway, L. S. (2019). Convenient isn't always simple: Digital Visitors and Residents. Presented at the University of Adelaide, February 18, 2019, Adelaide, Australia.
A Wealth of Information: Online Learning & The LibraryGr Keer
In your classes, do students write research papers, prepare speeches or presentations, or find books and journal articles on a topic? Now that you’re teaching online, are you unsure about how to incorporate valuable library resources into your online courses? This session will offer practical tips, including best practices for online information literacy instruction and a guide on collaborating with your local librarian.
This session will be presented by an academic librarian with ten years of experience embedding library services and resources into the online environment.
To hear the presentation, go to http://otcportal.org/mod/url/view.php?id=1049 (log in as guest)
“I Can Do It All By Myself”: Exploring new roles for libraries and mediating ...Patrick "Tod" Colegrove
Co-presented June 23, 2012, with Bohyun Kim (Florida International University) and Jason Clark (Montana State University) at ALA Annual 2012. Primary upload at http://www.slideshare.net/bohyunkim/i-can-do-it-all-by-mysef-exploring-new-roles-for-libraries-and-mediating-technologies-in-addressing-the-diy-mindset-of-library-patrons
Abstract:
Users are increasingly self-reliant in their information seeking behavior. Where is the place for the personal interaction with librarians in this new paradigm? Join an active conversation to explore (a) What the DIY user behaviors are, (b) how libraries can respond to them in terms of new services, fiscal and personnel resources, and technologies, and (c) how to leverage technology to create online or face-to-face mediation opportunities that would be welcomed by users.
I CAN DO IT ALL BY MYSELF: : Exploring new roles for libraries and mediating ...Bohyun Kim
Presentation given at the American Library Association Annual Conference, Anaheim, CA. June 23, 2012.
Speaker: Bohyun Kim, Digital Access Librarian, Florida International University
Speaker: Jason Clark, Head of Digital Access and Web Services, Montana State University Libraries
Speaker: Patrick T. Colegrove, Head, DeLaMare Science & Engineering Library, University of Nevada, Reno
More program details: http://ala12.scheduler.ala.org/m/node/806
Many students are approaching research incorrectly and it's greatly hurting information literacy. In this presentation we tackle how to solve this issue so students can become prepared for college and the workplace.
Tackle plagiarism, promote ethical research skills and meet your school or district's standards for college and career readiness goals.
Sign up for a free consultation: http://www.info.easybib.com/exclusive-consultation
Slides for a presentation with Sarah Laleman and Margaret Bausman at the 2014 CUNY assessment conference: REINVENTING LIBRARIES, REINVENTING ASSESSMENT. Surveys of faculty satisfaction with library resources and services are a common benchmark of library performance, but what does satisfaction really mean and is it really all that anyone wants out of their library?
Beyond the survey: Using qualitative research methods to support evidence-ba...Lynn Connaway
Connaway, L. S. (2019). Beyond the survey: Using qualitative research methods to support evidence-based practice. Keynote presented at the ALIA Information Online 2019 Conference, February 14, 2019, Sydney, Australia.
Communicating library impact beyond library walls: Findings from an action-or...OCLC
Connaway, L. S. (2018). Communicating library impact beyond library walls: Findings from an action-oriented research agenda: A collaborative effort. Presented at Universidad Javeriana, October 1, 2018, Bogota, Colombia.
Communicating library impact beyond library walls: Findings from an action-or...Lynn Connaway
Connaway, L. S. (2018). Communicating library impact beyond library walls: Findings from an action-oriented research agenda: A collaborative effort. Presented at Universidad Javeriana, October 1, 2018, Bogota, Colombia.
Public libraries respond to the opioid crisis collaboration with their commun...Lynn Connaway
Connaway, L. S. (2019). Public libraries respond to the opioid crisis collaboration with their communities: An introduction. Presented at AMBAC, Bibliotecas en los Cambios Democraticos de Mexico, June 19, 2019, Mexico City, Mexico.
Libraries and Librarians Without Borders: Distributing Libraries and learni...Buffy Hamilton
presentation by Buffy J. Hamilton with Stacy Dillon| Jennifer Hubert Swan | Buffy Hamilton | Jesse Karp | Karyn SilvermanThe Embedded Librarian: Engage, Evolve, Educate--A new model of school librarianship
ALA Annual || June 2011
Behavior studies show that more and more people visiting libraries want to find materials and information on their own. This presents a challenge for librarians: how can they best help these self-directed readers? While many libraries use traditional strategies with book displays and bibliographies, today’s readers need more. This webinar will share the latest results of patron browsing behaviors and offer innovative practices to help you engage patrons with passive programming ideas and self-directed pathways.
#BeyondBookDisplays
Communicating Library Impact Beyond Library Walls: A Collaborative EffortLynn Connaway
Connaway, Lynn Silipigni. 2017. “Communicating Library Impact Beyond Library Walls: A Collaborative Effort.” Presented at the IFLA World Library and Information Congress 2017, Wrocław, Poland, August 23.
Communicating Library Impact Beyond Library Walls: A Collaborative EffortOCLC
Connaway, Lynn Silipigni. 2017. “Communicating Library Impact Beyond Library Walls: A Collaborative Effort.” Presented at the IFLA World Library and Information Congress 2017, Wrocław, Poland, August 23.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Listening from a distance: A survey of University of Illinois distance learners and its implications for instruction Merinda Kaye Hensley and Robin Miller University of Illinois at Urbana-Champaign
Robin Miller sends her apologies – she could not attend the conference because she interviewing for a librarian position this week. Robin graduated December 2009 from the Graduate School of Library and Information Science at the University of Illinois at Urbana-Champaign.
This survey takes a step back from detailing library services and gets back to basics. We examined our constituency of distance learners and explored their library preferences.
In the 2008/2009 school year, the University of Illinois Library began to plan for an expansion of its services to distance learners. The Standards for Distance Learning Library Services from ACRL informed our survey. To put it simply, distance learners have a right to exactly the same access to library materials and services as on-campus students.
In planning new services, we became aware that we had only anecdotal information about our users and we felt we needed a more complete profile of distance learners at Illinois. In our literature review, we found that our colleagues at other institutions have surveyed distance students, but even after reading this published work, our knowledge had gaps. In particular, we needed information about how distance learners were using our services at the University of Illinois. Our particular situation is complicated by the Global Campus Initiative and a lack of history with the University Library. The Office of Continuing Education could give us enrollment data, so we knew that more than 1,500 students were taking online or off campus courses. We knew that: The majority of the courses offered were graduate level courses. The disciplines with the largest populations of distance learners were: library science education engineering social work Agriculture
But here’s what we didn’t know: We didn’t know if distance learners from particular disciplines used the library more or less, We didn’t know which library services they were aware of, how they learned about those services, or which services they used more frequently, We didn’t know what distance learners wanted from the library, if they felt that particular services were lacking. You could certainly make the argument that academic libraries should make an effort to answer these questions about all of their users. But we focused our inquiry on distance learners because we perceived their distance as an obstacle to learning about and using the library.
So we designed a survey to bridge these gaps in knowledge. Robin designed the survey as part of a research methods class at GSLIS. I supervised and mentored. She used a standard web-based survey tool specific to Illinois, Webtools, which required students to login. A total of 1,500 students were contacted by the Office of Continuing Education to take the survey. We received 146 responses.
We used a web-based survey to help distance learners tell us more about their library use. We wanted to know: What library services were already used by Illinois distance learners The frequency of service use What services students were aware of How they became aware of those services What services they wanted from the library We also gathered some more demographic data
This slide shows a breakdown of survey respondents by discipline. As you can see, a large number of respondents were library science students. LEEP students are probably more aware of library services and willing to answer a survey about the library. Distance learners in a variety of disciplines – some we know already are better served by the library than others. e.g. Education/Social Work Mostly graduate students: From the literature review we learned that past surveys indicate that graduate students have different needs from the library, primarily reference services. Whereas undergraduates are looking primarily for online access to library materials.
The survey revealed that distance learners are using the library website. There is certainly room for improvement in these numbers, but the fact that more than 60% of students are aware that the library website exists and that they use it at least once a week indicates that the library website is a crucial point of communication for distance learners. We were able to respond to this information quickly, but launching both a web portal for distance learners on the library website, and LibGuides designed specifically for distance learners. We added a link to our library gateway labeled “Distance learners.” http://www.library.illinois.edu/distance/
Although we were pleased to learn that distance learners are using the library website, we also learned that many library services go unused by distance learners. Low numbers of survey respondents had contact the library via phone, email, or chat. Web-based instructional materials were not heavily used, and few students had attended an online workshop through the library. Not to our surprise, students are accessing electronic research materials, articles through our databases. But this is just one piece of doing effective and comprehensive research - clearly there is room for improvement on the part of the library to market our services better. We interpreted these results to mean that the library was not being effective in the marketing the wide range of services available to all students including interlibrary loan/reference/instruction.
Two questions included a field for open ended comments, which were quite revealing. From these comments, we might be able to conclude that some services go untapped because students are simply unaware that they exist.
Awareness of library services was a key area of inquiry. We didn’t know what distance learners knew about the library; however, because many distance learners rarely or ever visit the campus, we knew that they were not necessarily going to be aware of the library because they walk by the building on their way to class. When we asked distance students how they learned about the library, we got a very interesting mix of responses. A significant number indicated that they learned about the library from their instructor or because of promotion from their department; this suggests that collaboration is key to promoting library services to distance learners. In addition, we saw that the library website was an important way that students found out what the library has to offer. This suggests that we need to develop web portals and guides that distance learners find to be usable. Obviously we were a bit alarmed hat some students indicated that they were not familiar with the library.
We were also interested in how distance learners want to communicate with the library. This issue is important because we know that most distance learners can’t just walk into the physical library when they have a question. So, we asked them how they would prefer to seek help from the library. The respondents ranked their preferences. We can see that there is an overwhelming preference for email. So this means that we need to make it easy for distance students to email the library but it also means making students aware of our larger Ask a Librarian service, as well as connecting students to relevant subject specialists in a seamless way.
We also found contradictions in distance learners’ expressed preferences and the library services that they actually use. This again suggests that distance learners may be unaware of available services.
In an open ended question, we asked students what they value most about the University of Illinois Library. This shows the top 50 words used by our survey respondents. We weren’t surprised by this. Good to know that students are taking advantage of electronic access, but this is only created more questions for us: What do students do when they can’t find what they are looking for? Do they contact a librarian? Use ILL? What are their searching skills? Effective? Not? Huge implications for information literacy.
In an open ended question, we asked students what services they wish the library would provide. This shows the top 50 words used by our survey respondents. The results of this question were interesting because many responses requested services that already exist. In other cases, students asked for services that are very difficult to provide; for example, one student requested that the University of Illinois enable her to check out books at the University of Arkansas. Responses to this question also indicated that e-books are in increasingly high demand.
Students are clearly aware of the library as a resource for content, but they don’t necessarily use the library as a source for assistance in accessing the content. So we have untapped services: Reference via email, chat, and the phone Instruction, particularly in the case of web-based tutorials Subject specialists We have opportunities for outreach. In open ended responses, several students specifically requested that a librarian visit their class and talk about research resources. In addition, the survey showed that a significant number of students learned about the library from their instructors. This suggests that building strong liaison relationships with instructors and departments is an important step towards building student awareness of our services. At Illinois, we use a subject specialist model. One way to reach out to classes would be to implement technology training for librarians in the responsible disciplines so that they feel comfortable teaching in a online environment.
The survey clearly indicates that distance learners are aware of the library as a source of content—both print and electronic. The new issue becomes, how to we constructively assist distance learners with materials access and engage them in information literacy instruction opportunities? Next steps for Illinois include: 1. Develop a strategic marketing campaign 2. Work with subject specialist librarians to reach adjunct faculty 3. Deepen instruction efforts through web tutorials and videos
If you have feedback, we’d like to hear from you. Thank you.