Research libraries can play a central role in the development of a university education. To do this, they need to target first year undergraduates by drawing them into the library at the beginning of their program. This should not simply involve yet another quick orientation tour, but a meaningful, relaxed experience that will get their attention, and instill that the library can be their sanctuary and its staff their personal information navigators who can see them through the fluctuations that are inherent in the learning process. The instructional tour must also emphasize that by using the information tools and taking advantage of the knowledgeable staff, they can fulfill their academic course requirements more quickly, and with better results. Rather than being the most confusing and overwhelming building on campus, it can, with a little preliminary work, and some concentration, can be the place that provides clarity for all the issues that may arise.
There should also be some philosophical dimension surrounding library instructional tours, which presents the library as a universe of knowledge built up through successive generations of humanity that is waiting to be explored by them. Libraries can be the place that opens their minds to possibilities and horizons they never knew existed. Therefore, for all intensive purposes, libraries should produce tours that project a scholarly image as much as possible, in a relaxed, clear, and a responsive manner. It cannot be stressed enough that the library should be considered the information haven for all students, a place to go to get away from anxiety, not generate it. We must train library staff to be responsive, and to attract questions by presenting an open, inviting, and enlightening atmosphere that begins with their own demeanor.
1. As librarians, it is easy to forget that many students do not find going to a library a near spiritual experience, and may have found the process a painful and debilitating one in the past. That stereotype of the stern and noiseless librarian, the gatekeeper of the library's information mysteries, is quite ingrained in Western society, and in some libraries, a reality. Librarians should not present themselves as guardians for library materials. Academic library administrators should be very selective when hiring librarians for the front lines, because the students need to feel that they are welcome guests, whom we will miss if they do not visit the library. Therefore, the first fundamental need is to feel welcome, and that they are entering friendly territory. They need to feel comfortable!
2. Tied into this is the desire to be treated with respect. So often young people are grouped into their own stereotypes that are not always very complementary. Librarians must remember that the library, its contents, and their jobs are dependent upon these new students, and should be looked at as prospective customers who, if satisfied, can increase library circulation and the likelihood that position will not be reduced. Empty libraries are a telling sign.
3. New students need to be familiarized with the physical layout of the library, not only to find information, but quiet areas, study rooms, copying services, pay phones, and the book return chute, which is often difficult to locate.
4. Undergraduates need to be acquainted with all the library services and resources (in particular, the online public access computer) that are available to them.
5. Undergraduates must be able to understand the classification system used at the library.
6. It is necessary for them to use the services of the reference librarians, and be comfortable approaching them.
7. They require effective instruction in the use of research materials.
8. Meet some staff and get to know their names.
9. It is essential that they also understand what behavior is expected of them, that eating and drinking are not library activities, nor is defamation of library materials, or loud and unnecessary conversation in selected areas of the library.
10. Need to see the library as 'information central', and their one-stop-shopping location for personalized and individualized service.
1. The first aim is to get as many new students as possible to use the library facilities. To do this, the goal is to present a tour that will be inviting enough to keep them coming back for more, by reducing library anxiety.
2. Secondly, to provide information that will enhance the educational journey of the university's patrons, by encouraging information literacy in undergraduate education. To reach this aim, librarians must make the students understand how library tools can assist them in the process. That is the goal.
3. The third aim is to show how the library can support their undergraduate course work, by illustrating the materials purchased specifically to enhance their textbooks and further their knowledge on broad subject areas.
4. With the tremendous growth in automated and technological resources, it is necessary for librarians to ensure that students have a thorough understanding of these new systems. To reach this goal, introductory instruction will be presented on the tour, but more effective database workshops will be scheduled for fewer people at a time, allowing a more indepth demonstration and practice of the most heavily used ones. These will try to be structured around subject specialities.
5. One of the most fundamental aims is to assist the students in developing the mental processes needed to focus in on a research topic. For instance, if a student is given the topic Urbanization, librarians can show the process of fine tuning the subject and zeroing in on an appropriate thesis statement by asking a series of questions. If the course is Canadian History, the students may decide that a particular province should be considered, and then a specific problem that stems directly from urbanization may be drawn out by the librarian, such as the ramifications of urban areas encroaching upon rural farmlands. The goal is to guide students through the cognitive steps, and they will gain insight into the process.
6. The library tour will have a research-based aim to show students some basic research skills that will allow them to do their class assignments. To set them in the right direction, the library tour guide will highlight appropriate research materials and sources, pointing out the location and use.
7. Related to number five is presenting different information options and approaches to access subject material. This requires showing many different strategies to get started. For example, if a student had to do an introductory paper on Greek Mythology, then one way is the use of a specialized annotated bibliography on the subject.
8. To set a standard level of expectation for the students to meet, by presenting some pointers on how to write quality papers. The problem of plagiarism should be discussed, as well as the overuse of extensively long and many direct quotes, paraphrasing, and lack of creative, independent input.
9. To understand that although the library has a huge collection, it does not own everything they will need, nor should they expect to find all the inhouse materials they want waiting for them in the stacks. The goal is to show how they can widen their access. To do this, they will be introduced to the interlibrary loan process, document delivery, and how to recall a book. Students need to understand that leaving a research project very little time may mean that the books that are most pertinent could be at another library, or on loan. The habit of getting research materials earlier and insuring better papers is a good goal to strive after.
10. It is an aim of the library to show the importance of being able critically to examine search results. The goal is that by narrowing the search topic by using library resources, the students will understand that the process is one that takes time and practice, and is introduced to following a citation trail.
Since one of the library's main objectives is to alleviate library stress, and thus increase library use, it will be necessary to watch for attitudinal changes when the students are involved in the learning process. Moving away from family and friends to begin university, is a stressful experience. Although students may be looking forward to this new phase in their lives, the surrounding pressure may affect their attitudes to succeed, exacerbated by a fear of not doing everything expected of them. Librarians must keep this in mind as they are guiding undergraduates through their first library tour. They could be experiencing frustration that gets manifested into a negativity about learning. A positive attitude is more conducive to learning and remembering (affective domain), and librarians should not assume that students will have a positive attitude toward the learning experience (White 9). Behavior will be monitored throughout the process. The following are a few key cognitive objectives to expect from students and test for.
1. Students will be able to identify which classification system the library is using. Having earlier specified their subject area of interest, they will be expected to recall the LC numbers that organize the field within five minutes.
2. To quickly log onto the OPAC, and list the call numbers of three books whose titles they were given.
3. Since LCSH are fundamental in library search methodology, students should be able to use the headings in a subject search of Classical Mythology. They must note the titles and authors of the first five books that appear, in a short period.
4. To find the reserve listings on the OPAC for one of their courses, select one, and retrieve it.
5. Write down a possible thesis statement for one out of five broad subject categories, by focusing in on possible issues and areas of interest given their own knowledge base.
6. Every student will be given the name of a book that is out on loan. They are expected to identify what their options are when they realize they must read that book. The goal is that they will go to the circulation desk to place a recall. For an item owned by another library, the goal is that they will think of ILL right away and fill out a request form.
7. Students will be able to find the LCSH books in the library and find various subject headings, and have an understanding of what they mean.
8. Every student should be able to select appropriate research materials and evaluate them in regards to a class assignment.
9. Students will recognize the reference librarians as approachable information specialists, who are eager to help them with their requests. They will seek assistance from a librarian, and appear comfortable during the process.
10. Given a list of three books, known to be in the library, students will retrieve them off the shelves in a timely manner.
Library tours have been a part of university orientation programs for decades, however, research is continuing to present evidence suggesting that undergraduates use the library minimally, experience a high degree of library anxiety, fear not knowing what they are doing, shame, and avoid interchanges with reference librarians. A quick and simple walking tour is just not enough anymore if the library is serious about providing undergraduates with the tools they need to succeed and get the most out of the university program. Basic walking tours, and advanced database workshops are also available, but there is a definite need to extend the time to incorporate discussion, a library tour, and an evaluation of student performance. By exposing new students to valuable research strategies and hands-on use of the elementary library tools, it should help them feel more comfortable and reduce anxiety.
The purpose of this tour is not for them to learn about everything the library has to offer, since no one can retain more than a certain amount of knowledge at one time. However, what they are exposed to should get them started, and make them interested enough to come back. If they are made to feel that uncovering, and conquering all the mysteries of the library can even give them gatekeeper status, allowing them to pass on some expert advise to classmates, then our mission will be accomplished. Groups of no more than twenty will be scheduled for the same time, and the bibliographic tour, if numbers warrant it, may be assisted by a co-op student, or another librarian. Interested students are asked to set aside an hour and a half (advertised as one of the most valuable academic experiences they may have if they do not want to be left behind) for a library instruction tour that will begin in the meeting room set aside for introductory class discussions.
The first they will be told is that everything they will hear, including the twenty minute introduction, the actual walking tour, the bibliographic instructions, guide through the OPAC, and the logic behind it all, is available on cassette tape at the circulation desk, with a large number of copies at hand. They will be encouraged to take the tour again at least once, and to tell their classmates about it. Therefore, the stress of missing something is quickly minimized and they do not have to worry about noting everything on paper. Instead they can relax, listen, and learn. Number one on the agenda is to explain how big a role anxiety plays library use by undergraduates. They are given a definition of what library anxiety is, a couple of scenarios, and be made to understand that it is one of the few things they may have in common with the people they meet at university, regardless of how sophisticated some pretend to be. They are not experiencing an individual problem, but a group phenomenon, which can easily be overcome (Insert a personal example of library confusion and anxiety). If they can understand from the beginning that they are not different, or alone, and that by being where they are at that moment is assuredly a good start to taking away the debilitations experienced by all, is a major realization for them to have. They will be told that never again will they feel as nervous as they are now and that within a very short time, nothing but joy and interest will characterize their trips to the library if they but trust and have some faith in their friendly librarians.
Next, they will be told about studies that show how fearful students are in approaching reference librarians for help. It will be pointed out that although they may look busy, that is because they are simply filling in time, waiting for someone to come along and take them away from their paper work. They will be assured that reference librarians are 'people-people' and are in that job because they like to assist others with their information questions. Reference librarians are on the front lines, and are expected to treat all patrons with respect, and courtesy, but there are always those who spoil it for everyone, and the students will be asked to insert complaints about individual librarians in a special receptacle if they are not treated in a fair way. Behavior of this sort will not be tolerated at any level, and these librarians must be reprimanded. The students need to feel as if they have some power, and are not simply at the mercy of a huge, foreign institution.
A short overview of the Library of Congress Classification system will take place, and students are given handouts that provide broad subject areas. In addition, they will be encouraged to learn a little about the call numbers by reading the second handout in their spare time. If they can understand the logic behind the confusion, it will enable them to find materials easier. At this time, they will be asked to look for the classification letter that best incorporates their area of interest. In doing this, they should be able to browse the shelves in their spare time, and come across some interesting items that they could easily overlook in an OPAC search. For the next minute or so they will be introduced to some of the staff available to answer their questions on a daily basis, and be encouraged to come as often as needed for advise. They should be told that even graduate students and faculty take advantage of their skills, so they should as well. (Twenty Minutes)
1. First stop is the security/express check out desk located near door. Students will be told that all items must be checked out prior to leaving, or a else an alarm will sound off. The security system will also be activated if they have brought their own video tapes into the library, or books from another library. They should present these to security before exiting, and they will hand the items over the turnstile.
2. Students will be shown the numerous pathfinders and other handouts available to them, and where they can put their anonymous concerns and suggestions, on the way to circulation.
3. On to the circulation desk, where all students will take out their library cards for validation. If the students do not have their ID, they will be encouraged to get one after the tour.
Here they will be shown the process that occurs when a book is checked out, and what the staff member will say to them. They are usually told they can have a book for twenty-eight days, unless a book is recalled. This process is also explained to them, and they are encouraged to do their research as quickly as they can in anticipation of this happening. The main circulation desk incorporates the lost and found for the library, and that is the first place to go missing library cards, exercises, and bags. This is also the place students need to return their books and renew the ones they would like to keep.
4. The next stop will be to the adjacent reserve counter where the staff member will explain how the students access the reserve listings on the OPAC, and bring their requests to this desk. They will be told that when their professors say that they have put readings, books, or articles on reserve in the library, the materials will be located in this area. The loan period is usually set by the professor, and varies from item to item. Some books will have a three day loan, while others just a few hours. If items are not returned within specified time, an hourly charge is put in place.
5. Before the students take some time on the OPACS, and learn how to log on to the system, they will be shown the LCSH reference books, and be reminded of their previous discussions.
6. All students will be guided through a step by step process of how to use the OPAC, and where to find their class reserve lists. They will be encouraged to do an author search, a title search, a call number search, and a subject search for practice. They will also be shown how to log on to the Internet, and how to check other library catalogues. A detailed, step-by-step handout will be given to each student for future reference.
7. The next stop is a visit to the interlibrary loan department which is located off the main reference area. The students will be given a brief explanation resource sharing and the importance of interlibrary loans, and how to place an order.
8. Now to the central reference area, where the students will be shown where the dictionaries, encyclopedias, atlases, and almanacs are, and the periodical indexes, where the students will be shown the various specialized indexes for particular topics in the social sciences, and humanities. At this point, a quick side trip to the periodical rooms, as the librarian explains how important it is to use journal articles in addition to books, and other materials. They will be told that this is an area they should visit right from the beginning, and get help from reference librarians if they get lost in the process. Photocopiers are available for copying the needed articles.
9. The reference desk is easy to find at Weldon, and its employees helpful and accommodating as they should be. The students will meet the reference librarians, and be assured that they are happy to assist people in using the reference and general collections. They are trained to answer indepth questions , will help you begin your research, located hard-to-find materials, and instruct students in using online services, the OPAC, and the various databases. Never think that a question is stupid or insignificant, or that you are disturbing the librarians at the desk. They get paid to help you. Weldon reference librarians can also be telephoned, left messages on the answering machine, and e-mailed for information. Sign up sheets will be on hand for the database workshops, and an intensive tour of the complicated government documents area. On to the stacks.
10. Tour of the stacks with attention given to LC classification, the policy of no food and drink, quiet areas, photocopiers, and where to put books that have been looked at. Students should be discouraged from shelving items, unless they are particularly careful to put it back in the exact place. (Forty Minutes)
11. Back to the meeting room for an evaluation previously laid out (see cognitive and affective objectives). Students will have fifteen minutes to finish the test. Answers will be gone over together. (Thirty Minutes)
This bibliographic tour is longer than the average one, but since there is no evidence that those have worked in the past, a new approach may be needed. Those 'quick and dirty' tours are not conducive to learning, and are too quick for students to learn much of anything. This tour has also left out some very important elements of the library system, but they can be focused on in separate workshops and followed up with faculty members requesting specialized tours that concentrate on their class subject area.