ERIC ED366346: User Education Program Manual.

80 Pages·1993·1.8 MB·English

by  ERIC

DOCUMENT RESUME
IR 054 824
ED 366 346
User Education Program Manual.
TITLE
California Univ., Santa Barbara. University
INSTITUTION
Library.
PUB DATE
93
NOTE
82p.
Non-Classroom Use (055)
Reports
PUB TYPE Guides
Descriptive (141)
MF01/PC04 Plus Postage.
EDRS PRICE
Access to Information; College Libraries; Higher
DESCRIPTORS
Education; Information Literacy; Information Seeking;
*Library Instruction; *Library Role; Library
Services; *Library Skills; Orientation Materials;
Program Development; Reference Services; Tables
(Data); User Needs (Information); Users
(Information)
University of California Santa Barbara; *User
IDENTIFIERS
Training
ABSTRACT
The purpose of this manual is to provide a structure
for a comprehensive user education program at the University of
California, Santa Barbara. It is intended to provide a general
direction for librarians to reviw when developing new instructional
programs or examining current programs. The purpose of this program
is to provide basic library skills; an introduction to reference
tools; advanced research methods; and a structure for
librarian-faculty instructional interaction. Topics covered in this
manual are goals and objectives of the plogram; a profile of the user
grcups; the existing structure of the program; personnel structure;
evaluation of the program; statistics; facilities and equipment;
publicity and promot;.on; and future directions. The appendices
include sample letters to faculty for instruction; guidelines for
designing effective library assignments; pointers to instructors
giving lectures; and a guide for instructors on questioning. (JLB)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
U.11, DEPARTAIENT
OF EDUCATION
Offke al Eaucalional
Research and Impnwernent
EDUCATIONAL RESOURCES
INFORMATION
CENTER (ERIC)
0 This document has
s
beim reProduced
recived from the
person or organization
originating it
0 Minor cluing*, have
been made to impiove
reprocluction Quality
Points of wow or
oprniona slated in this doe.-
ment do not aiscessanly
rpresent official
OERI positon or policy
USER EDUCATION
PROGRAM MANUAL
Library
UNIVERSITY OF CALIFORNIA, SANTA BARBARA
1993
Library Instructional Services Committee
Program Manual Task Force
-- User Education
Carol Doyle
Adan Griego
Lorna Lueck
s".
Jim Markham
Janet Martorana, Chair
(4--)
Christine Oka
REPRODUCE THIS
"PERMISSION TO
GRANTED BY
MATERIAL HAS BEEN
RESOURCES
TO THE EDUCATIONAL
(ERIC)
INFORMATION CENTER
ii'aiLABLE
Table of Contents
Introduction
I.
1
Purpose of the User Education Program
1
Goals and Objectives
III.
User Groups
4
IV.
Existing Structure
9
V.
Personnel Structure
17
VI.
21
Evaluation
VII.
24
VIII. Statistics
Facilities and Equipment
31
IX.
Publicity and Promotion
38
X.
Future Directions
53
XI.
.
55
Appendices
XII.
Sample memos to faculty
Designing Effective Library Assignments
Lecture Basics
The Use of Questioning
I.
Introduction
Included in the UCSB Library Mission and Goals Statement is the goal to:
develop a comprehensive user education program designed to meet the specialized
needs of users at all levels; develop a comprehensive publications program to
enhance knowledge of and access to its collections.
Goals for the user education program have been formulated and prioritized.
The purpose of this manual is to provide a structure for a comprehensive
user education program. It is intended to provide a general direction for
librarians to review when developing new instrictional programs or when
examining current programs.
Purpose of the User Education Program
II.
The User Education Program provides one of the keys to academic success.
The library participates actively in the mission of the University hi the
educational process by providing opportunities to learn to identify and use
information resources efficiently and effectively. The library, among all
university departments, is best able to accomplish this part of the educational
process.
The Program provides users with an introduction to information resources,
both within the library and beyond. It teaches them to identify, locate and
evaluate information most appropriate to their needs.
The purpose of the User Education Program is to provide:
Basic library skills
1.
Introduction to reference tools
2.
Advanced research methods
3.
A structure for librarian-faculty instructional interaction
4.
The Program benefits all groups: Users benefit by acquiring self-sufficiency
in information retrieval and use; library staff benefit by being more effective
benefit by having
on the reference desk with the use of guides; students
better prepared library assignments; and reference librarians benefit by being
able to focus their evergies on a higher level of reference question.
4
2
III.
Goals and Objectives
In times of increased demands on librarians time and fewer resources, due to
emphases on consultations with faculty, training for end-user searchin3, and
instructional courses, and the necessity of learning various automation
systems and products which change continually, all with a smaller staff, our
goals and objectives are looked at with the purpose of alleviating the one-on-
one impact at the reference desk by reaching the largest number of users
most effectively. The following are the goals set for this program, in
priority order, to be acted upon as staffing allows. The amount that can be
accomplished depends not only on staffing levels but also on where library
instruction itself is in the public service priorities of the library.
Faculty contact
A.
Increasing contact with faculty to keep them informed of library resources and the
accessibility of those resources; to apprise them of the status of services available
as staffing levels change; and to work with them on library assignments.
Reference guides, point-of-use aids, and signage
B.
One of the most effective ways to reach users and to enable self-sufficiency among
users is by well-written guides to library resources which can be subject- and even
course-specific, along with location maps and signage.
Providing one-shot lectures to targeted large, general lower-division classes with
C.
high library use assignments
Guides for the various emphases of categories of "general" assignments
1.
(less need for librarian instructors).
Instructors for these classes can be drawn from all areas of the library,
2.
including those in technical services.
Providing one-shot lectures to targeted large, subject-specific upper-division classes
D.
that have a heavy impact on the library
Collection managers and LISC can identify large subject-specific courses and target
these for instruction and guides.
Participation in orientation seminars
E.
Graduate students, incoming freshman, and TAs.
IS I
F.
Credit-bearing library-administered classes for beginning library instruction.
Media Fair
G.
To reach faculty and graduate students on the availability of online resources.
IS 100
H.
Credit-bearing library-administered classes for advanced library instruction.
The following goals, still in the priority order, can be accomplished by trained
nonprofessional staff:
Online and library instruction in residence halls
I.
Potential of reaching large numbers of undergraduates but lnwer on the priorities
because unless instruction is given at point of need, it is less effective.
Drop-in online instruction
J.
Training on MELVYL, PEGASUS, MELVYL databases, and CD-ROMs.
k.
Tours
3
User Instruction Program
GOALS AND KEY RESULTS
Goal #1: The User Instruction Program will offer support to collection managers in fulfilling their
instructional responsibilities and in strengthening ties with faculty.
Key Result 1: Faculty are kepi ,nformed of library instructional services.
Key Result 2: Library assignments are known to librarians who are then better equipped to
assist students in completing assignments.
Key Result 3: Librarians may have more impact in assuring library assignments better
reflect the library's resources and services.
Key Result 4: Peer support will be made available for team teaching.
Key Result 5: Collection managers are kept informed of instructional equipment, services
and support.
Goal #2: Guides will be prepared for specific classes and CD-ROMS.
Key Result 1: Allows non-specialists to provide basic reference assistance in specific
subject areas. Permits more cross-training and use of paraprofessionals.
Key Result 2: Students will be more self-sufficient.
Key Result 3: Increases reference efficiency at the service desks.
Key Result 4: Cuts preparation time for subsequent instruction to same or similar classes.
Key Result 5: The one-on-one impact at the reference desks will lessen.
Goal #3: The User Instruction Program will target large, high library-use classes to reach greater
numbers of undergraduates.
Key Result 1: Higher proportion of undergraduates will be reached.
Key Result 2: Student self-sufficiency will increase by learning independent use of basic
resources in the subject area of the class.
Key Result 3: The one-on-one impact of the targeted classes at the reference desks will
lessen.
Goal #4: Basic library skills, with emphasis on teaching new technologies, will be taught in
credit-bearing library classes.
Key Result 1: Students will be able to use the basic resources of the library independently.
Key Result 2: The impact at the reference desks will be refocused to a higher level of
reference question.
Goal #5: Outreach to graduate students will be undertaken.
Key Result 1: Graduate students will be aware of the library's resources and services.
library
Key Result 2: A greater percentage of teaching assistants will be knowledgeable of
their students.
resources available for their research needs, and to
higher le-,e1 of
Key Result 3: The impact at the reference desks will be refocused to a
reference question.
Goal #6: Promotional outreach will be undertaken. [future goal]
learn about
Key Result 1: Members of the UC community not reached by other means will
the library's resources.
will increase.
Key Result 2: Participation in other areas of the library instruction program
6
4
User Groups
IV.
Profile attached
5
DEPARTMENTS AT UCSB
Graduate Students
Faculty
Humanities
25
20
Art Studio(1316 Arts)
24
Art History(1234 Arts)
8
11
Classics(4631 SH)
9
College of Creative
Studies(Bldg 494)
11
0
39
Drama(2641 Sndcr)
15
125
37
English(2607 SH)
Film(1710 Ellen)
0
4
40
18
French(5206 Phelps)
40
21
German(6206 Phelps)
0
Linguistics(5607 SH)
7
70
21
Music(1350 Music)
22
11
Philosophy(5631 SH)
30
Religious Studies(4607 SH)
15
40
21
Spanish(4206 Phelpe)
20
Writing Program(1719 SH)
0
Science Depts
100
64
Biology(Rm 1200 A Bldg 478)
45
Chem N. Eng(3355 Eng II)
30
125
50
Chemistry(1005 ChPm)
280
36
Elect Eng(4121 Eng I)
50
Eng Materials(Eng III)
12
0
24
Environ Science(3206 Phelps)
20
Env. Stress(6131 Bio Sci II)
0
30
40
Geography(3611 Ellen)
45
30
Geological Sci(1001 Geol)
32
30
Marine Sci Inet(Trailer 342)
50
25
Mech Engineer(2355 Eng II)
50
60
Physics(3019 Brda)
0
Quantum Inst(3402 Brda)
7
20
Speech & Hear(1657 Sndcr)
10
20
30
Statistics(5521 SH)
Social Sciences
83
24
Anthro(2051 NH)
0
20
Black Studies(3631 SH)
Total
20
Chicnno Studies(1315 Phelps)
27
14
Communicat Stud.(1832 Ellen)
0
CORI(2201 NH)
5
Total
115
Education(2208 Phelps)
110
Economics(2127 NH)
53
133
50
History(4834 Ellen)
Military Science(Bldg 419)
0
5
127
Political Science(3834 Ellen)
42
56
34
Psychology(1332 Psych)
10
0
Social Proceeses(1312 Girv)
72
Sociology(2834 Ellen)
35
0
Women's Studies(3709 So.Hall)
3
Clainis11.16pili
Isvital ItYZP/12
6
Student Profile
1992,-93 UCSB Campus
January, 1993
Office of Budget and Planning - [phone]
ioneeemb,
in the
as a resource tbr those interested
other sources has been prepared
This information from the Student Data Base and
for Fall 1992 unless noted.
student body at UCSB. All data is
statistical breakdown on various aspects of the
% Admissions
Admissions and New Enrollment
% Applicant
Enrolled
Admissions
Enrolled
Admitted
Applied
Student Status
23.1%
80.0%
3,218
13,916
17,401
Freshmen
41.1%
60.1%
1,177
2,861
4,761
Transfer
26.2%
75.7%
4,395
16,777
22,162
Total Undergraduate
74.4%
50.6%
93
125
247
Credential
39.3%
34.7%
180
458
1,321
Masters
34.2%
36.4%
417
1,220
3,349
Doctoral
383%
36.7%
690
1,803
4,917
Total Graduate
Enrollment by Class Level
Returning
Continuing
New
Total
Level of Student
32
1,340
3,229*
4,601
Freshmen
78
2,624
80**
2,782
Sophomores
110
3,964
3,309
7,383
Lower Division Subtotal
172
3,477
1,066
4,715
Juniors
140
4,008
4,161
13
Seniors
2
8
8
18
Limited/Second BA
314
7,493
1,087
8,894
Upper Division Subtotal
424
11,457
4,396**
16,277
Total Undergraduates
0
2
93
95
Credential
226
11
417
180
Masters
47
985
417
1,449
1st Doctoral***
58
1,213
690
1,961
1st Stage Subtotal
9
408
0
417
2nd Doctoral
67
1,621
690
2,378
Total Graduates
491
13,078
5,086
18,655
Total Campus
odrnttol as tranews,
for:Aides etwen freeman who weft
processed by UCSB Admowons.
student.
" Include* one meting undergroluals
1101
studded..
"' Inciudos unclassified and surrrnor
Ethnicity*
Total
Graduate
Undergraduate
No.
No,
No.
Category
1.1%
197
1.2%
22
1.1%
175
American Indian
12.9%
2,238
8.5%
.161
2,077
13.5%
Asian/Pacific Islander
2.7%
472
2.8%
53
2.7%
419
Black/Afro-American
10.7%
1,858
8.9%
168
11.0%
1,690
Hispanic
0.7%
126
1.2%
23
0.7%
103
East Indian/Pakistani
1.9%
321
2.0%
38
1.8%
283
Other
69.9%
12,098
75.5%
1,431
69.2%
10,667
White/Cau-asian
100.0%
17,310
100.0%
100.0%
1,896
15,414
Total Domestic Response
809
123
686
Ethnicity Unknown
18,119
2,019
Total Domestic Enrollment
16,100
536
339
177
Foreign Students
18,655
2,378
Total Enrollment
16,277
'Data is selkspoded at registration
9
7
Pail 1992
UN DERGRA DUATE
UcSB Pl'antung Data Beok
BY DEPARTMENT/PROGRAM
THREE QUARTER A VERAGE HEADCOUNT E.YROLLMENT
1981-8210 1991-92
89-90
88-89
90-91
91.92
87.88
86.87
85-86
8344
84-85
82.83
41.82
Ma ior
142
194
14-8
129
171
83
103
96
134
105
136
Creative Studies
Engineering:
154
172
168
226
183
235
24.6
216
728
222
Chemical & Nuclear
217
184
187
199
218
233
294
327
334
279
192
Computer Science
294
294
347
364
383
499
4.44
552
597
595
568
Electrical & Computer
312
329 322
321
331
375
364
444
386
466
466
Mechanical & Environmental
0
o
o
4
o
t
o
1
10
42
Undeclared Mayors
1
973
1039
987
1058
1158
1298
1393
1493
1592
1572
Engineering Total
1525
Science:
&
Letters
Arts
&
11wriandies
91
89
101
113
68
106
68
52
61
54
52
Art History
220
245
219
221
208
182
170
165
190
171
217
Art Studio
34
34
24
15
17
18
9
12
12
15
14
Classics
'189
174
185
182
1813
168
144
144
153
157
Dramatic Arts & Dance
183
t36
842
875
739
457
479
595
456
342
405
315
English
212
231
218
188
150
114
92
85
82
55
50
Film Studies
92
99
103
94
95
84
83
82
90
78
84
French & Italian
44
35
46
4.8
47
28
26
44
42
41
32
German, Onental & Slavic
412
414
404
370
272
221
236
214
212
223
198
History
34
25
24
to
15
8
12
13
10
12
14
LatIn Amer Studies
37
32
la
343
21
22
24
22
16
19
16
Linguistics
111
120
127
113
101
104
115
103
108
112
130
Music
120
97
121
78
62
as
48
51
59
38
31
Philosophy
66
61
68
67
47
36
33
38
30
41
28
Religious Studies
146
155
117
113
104
89
88
95
106
113
104
Spanish & Portuguese
63
53
50
24
413
25
19
20
24
16
11
Other f 1 J
2745
2742
2655
2407
2040
1705
1621
1605
1560
1495
1492
Total
Sciences
1563
1441
1395
1318
1284
1282
1305
1323
1403
1286
1224
Biological Scitnce
77
92
101
113
110
112
124
136
84
113
138
Chemistry
428
394
285
215
158
151
177
225
171
186
244
Environmental Studies
143
140
142
131
113
103
113
131
137
133
116
Geography
86
50
63
67
87
111
256
230
14.6
180
228
Geologiald Sciences
268
322
288
357
371
360
357
393
313
211
153
Mathematics
120
129
149
165
206
191
199
194
134
161
104
Physics
1271
1342
1408
1353
1092
11.14
12211
912
1011
907
838
Psychology
85
116
124
106
89
102
139
776
165
685
181
Speech RI
28
3
17
Statistics (3]
4069
4009
3981
3836
3631
3541
3704
3652
3661
4041
3676
Total
Social Saint cs
213
191
177
168
136
99
100
88
102
93
99
Anthropology
22
27
36
31
20
21
9
16
12
10
9
Asian Studies*
28
a
35
26
a
12
8
4
4
7
Biack Studies
1
19
a
21
16
6
18
8
14
12
13
9
Chicano Studies
794
697
950
747
918
615
569
534
619
Communication Studies [2)
2)67
1982
2212
2260
2124
2150
2121
1927
1325
1789
1833
Economics
<1
<1
2
100
31
1
179
Ergonomics
650
615
560
449
319
280
295
257
235
221
189
Law & Society
1013
1089
996
1171
1134
894
809
544
747
646
450
Political Science
671
590
467
436
366
282
291
274
275
285
271
Sociology
22
14
10
1
Women's Studies
<1
<1
5
1
2
1
6
1
3
41
18
Other (4]
1336
5443
5628
5426
4724
4353
4217
3859
3078
3768
3081
Total
Prevost
74
60
75
79
92
112
136
1 11
213
261
294
Computer & Information
24
52
11
66
Interdisciplinary Studies*
t
0
1
0
1
<1
o
o
0
0
0
Individual Majors
44
10
19
156
644
505
516
421
406
409
442
Liberal Studies*
2342
2351
2684
2871
3210
3663
3356
3115
2970
2893
2680
Undeclared Majors'
s
2
Other (5]
14594
14645
15118
14842
14202
14018
13474
12840
12584
12208
11680
L S Total
&
15765
15809
16305
16641
15489
15419
14950
14431
14282
13914
3-quarter Enrollment
1.3331
(41 (nebula Combined Social Science.
Ill includes C.ompaesuve Lterature. Eutern Languages,
151 Inciudes programa no longer offered: African Area Studies.
Medieval Saidia and Renaissance Studies.
Raman Arm Studies, Middle Erman Studies
121 Comiuniesuon Studies stvarate from Speech as of 1953.64.
single aesdanie department.
Designates 'repel not contained within
1989.
131 Included in Mathansues pnor
GG.3hc,92.92
10