How does the academic library contribute to the overall success of an institution, particularly with regard to the academic performance of its students? The Greater Western Library Alliance has formed a research body of 20 institutions to investigate the impact of library instruction on first-year student achievement and retention. Through its participation, the UW Libraries seek to measure the impact of their teaching and learning activities in the Expository Writing Program and First Year Interest Group courses. As part of the pilot phase, we conducted an analysis of library instruction data for the academic year 2014-2015 and de-identified student data, including GPA and retention, while also exploring the impact of specific types of library instruction on student achievement. Our findings will be used to create a set of best practices in library instruction and to inform recommendations for improving the UW Libraries Teaching and Learning Program.

University of Washington (UW) Libraries supports both online and residential users with an abundance of resources and services. However, users often struggle with how to access, use, and apply these tools. As a means to support these users, UW Libraries created a “How Do I” guide. But as time went on, the guide became outdated, difficult to navigate, and time-consuming to use. In collaboration with the UW Libraries Online Learning Subcommittee, we developed an FAQ, targeting the most common struggles affiliated with using UW Libraries research tools and other affiliated tasks. The result is an FAQ that is up-to-date and easy for the user to navigate. Documentation created by the Capstone Team enables librarians to quickly and easily update the guide as needed, matching the language, styling and functional layout already in place. Moving forward, UW Libraries is well equipped with a sustainable, yet adaptable source for users to consult.

Bainbridge Graduate Institute (BGI) offers two sustainable MBA programs that encourage hands-on practical learning to anchor classroom lecture and discussion. As part of their coursework, students are encouraged to dig deeper into topics as well as conduct research using library resources such as the Resource Database. However, this resource can be difficult to navigate, especially when students are unsure about which resources to use on a project. It becomes even more confusing if interdisciplinary elements are present. The library desires to present available resources in a way that students can quickly access information relevant to the specific courses. The solution is to create research guides that not only present top quality resources useful for class assignments but also introduces students to resources that can used as they move forward in their careers.

Academic libraries deliver vital instruction on information literacy to their students and faculty. At Seattle Central College (SCC) Library, the information literacy program covers all academic disciplines but targets introductory courses to better advocate the value of information literacy. Our project aims to expand the information literacy program at Seattle Central College by embedding ourselves as librarians in a popular course titled Multicultural Communications (CMST 205). Taught by Professor Marian Lyles, this course has been known by students to demand mature research skills. Our Information Literacy Embedding Program enhances the syllabus and curriculum of the class by integrating tailored instruction for the cumulative research assignment. Very much hands-on and collaborative, the work of our project allowed us to develop information literacy instruction designed specifically for this course and its students. By targeting a particular class, this embedded librarian model will demonstrate the positive impact of integrating information literacy programs at Seattle Central College. 

Reed College is in the early phases of a joint library-IT project to improve undergraduate research skills, especially for sophomores and juniors. Numerous studies have focused on the first-year experience, but none have explicitly looked at how sophomores and juniors make the transition to conducting course-related research independently. This project serves as a needs assessment for the broader initiative. We gathered information by conducting and analyzing faculty and student focus groups and also implemented a student survey. Our findings indicate that while most students understand the importance of quality resources, they often struggle to understand faculty expectations and to integrate all the facets of the research process into a unified whole. Based on these findings, we make several recommendations: earlier introduction to research methods, projects broken into manageable parts with clear expectations, better promotion of available services and technologies, and integrated classroom training and introduction to discipline-based research practices.

Communities Technology Centers (CTCs), such as libraries and nonprofits, teach people vital digital literacy skills. However, many of these organizations have no way to measure the impact of their digital literacy programs. Without a way to quantify impact, CTCs can neither assess the effectiveness of program services nor communicate the impact to funders. Outcomes-based evaluations offer a method to bridge this divide. With that in mind, I created ready to use protocols for surveys, focus groups and class observation that CTCs may use to assess digital literacy outcomes. These ready to use protocols may be used by CTCs to assess outcomes, to better understand program needs and strengths, demonstrate success to funders and potential funders, and ultimately to help ensure that all people have both access and ability to use information and communication technologies.

Undergraduate students need a way to understand how libraries fit in with their education and how the academic research process works. The librarians at UW help students understand the information world and develop critical inquiry skills. However, they cannot always be present at the point of need. What the UW Libraries need is a librarian in a box. Research 101 is an online platform that hosts short videos, example assignments, and assessment tools to support student information needs. Instructors and librarians can adjust content to specific disciplines and easily embed content into course sites and guides. Additionally, we have developed a plan to make the platform sustainable, flexible, and easy to update with new or revised modules. It is available to institutions beyond the UW Libraries, and our hope is that the information will be presented to more students and lead to success in academic research.

What do you do when numbers don’t tell the whole story? The University of Washington Libraries received data from faculty members about undergraduate research skills in its 2013 Triennial Survey. Confidence had dropped regarding student abilities to develop and refine research topics, find scholarly information, and critically evaluate sources. To find why these numbers were lower than desired, we interviewed 13 faculty members in ten different departments who teach UW undergraduates, asking them about their expectations for students, important research skills in their discipline, and factors that do and don’t lead to student success. Using the qualitative data collected, we formulated recommendations for the UW Libraries Teaching and Learning Group. These recommendations will help librarians work toward measurable improvement in student research skills, while taking into account the size of the university, programs that are already in place, and the comments and suggestions heard most often during our faculty interviews.

The Department of Mysteries game addresses a twofold problem in information literacy instruction: 1) Instructors need new techniques to prepare their students for changing information needs and practices, and 2) students require encouragement to use information resources outside of their comfort zones. Addressing these elements individually is insufficient, as past efforts have failed to address the range of learning styles. Games provide structured play and social opportunities as internal motivation, allowing students to “mess around” as they explore concepts and skills that aid their critical development. The Department of Mysteries addresses these concerns through puzzles, skill challenges, and narrative segments, both online and face-to-face.