[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598823-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-598823-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","creating-an-engaging-library-orientation-volume-10-issue-1","Creating an Engaging Library Orientation - Volume 10 - Issue 1","","This article describes the design and outcomes of an engaging library orientation module for UC San Diego First Year Experience (FYE) courses. The module integrates a brief in-class presentation on research concepts and services, a 20–30 minute online interactive library scavenger hunt during discussion, and a homework task where students produce public service announcements featuring preferred library spaces, resources, or services. Over 400 students completed the module, with many reporting increased comfort using the library by the end.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/creating-an-engaging-library-orientation-volume-10-issue-1/598823/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/creating-an-engaging-library-orientation-volume-10-issue-1/598823.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What elements make up the UC San Diego library orientation module for FYE students?","Question",{"text":62,"@type":63},"The module includes a short in-class presentation on library resources and research concepts, an online interactive library scavenger hunt done during the discussion section, and a homework assignment requiring students to create a public service announcement about a library resource, space, or service.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why did UCSD librarians argue for focusing on library services and resources rather than database instruction?",{"text":67,"@type":63},"After discussions with Provosts and campus leaders, librarians made the case that the information literacy component of FYE should emphasize library services and resources instead of traditional database instruction.",{"name":69,"@type":60,"acceptedAnswer":70},"What challenges are associated with scavenger hunts used as library orientations, and how were they addressed?",{"text":71,"@type":63},"Scavenger hunts can be viewed as busy-work and may frustrate students and librarians if poorly designed, for example by causing crowds at the reference desk. The article notes that well-designed hunts can function as effective teaching tools when thoughtfully constructed.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},598823,1792492022,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Volume 10, Issue 1, 2016 [ARTICLE]  \nCREATING AN ENGAGING LIBRARY ORIENTATION  \nFirst year experience courses at UC San Diego  \nCrystal Goldman  \nUniversity of California, San Diego  \nDominique Turnbow  \nUniversity of California, San Diego  \nAmanda Roth  \nUniversity of California, San Diego  \nLia Friedman  \nUniversity of California, San Diego  \nKaren Heskett  \nUniversity of California, San Diego  \nThis article focuses on the development of an engaging library orientation module for UC San Diego First Year Experience (FYE) courses. The library module included a brief in-class presentation about research concepts and library services, an online interactive library scavenger hunt given as an in-class activity, and a homework assignment where students created public service announcements highlighting their favorite library space or resource. Over 400 FYE students completed the library module, and many indicated a marked increase in comfort using the library by the end of the module. Recommended practices are included for those wishing to create a similar module.  \nGoldman, et al, Creating an Engaging Library Orientation Communications in Information Literacy 10(1), 2016  \nBACKGROUND  \nThe organizational system at the University of California, San Diego (UCSD) is relatively unique for an American institution. All undergraduate students are enrolled in one of six colleges located in its own “neighborhood” on campus, and students may choose to enroll in their college’s newly created First Year Experience (FYE) course.  \nIn Fall 2013, the Council of Provosts was charged with creating an FYE Program pilot in order to support all students’ transition to UCSD (About FYE, 2015) . For the first year of the two-year pilot program, the FYE was offered as a for-credit elective course open to as many as 120 students from each college. In total, 472 students enrolled in a Fall 2014 FYE class (Guan, 2015) .  \nThe library was asked to contribute to the information literacy portion of the course, which was offered in the third week of the 10-week Fall quarter. The library shared the 50-minute discussion section with another campus service, leaving 25 minutes for instruction. After many conversations with the Provosts and other campus leaders, librarians successfully made the argument that the information literacy segment of FYE should focus on library services and resources, rather than traditional database instruction.  \nThe library’s contribution to the FYE Program was designed by Learning Services Program (LSP) librarians and consisted of three distinct but connected elements. The first was a brief 15-20 minute presentation about library resources given during the FYE class lecture. The second element had  \nstudents participating in a 20-30 minute online interactive library scavenger hunt asan in-class activity during their discussion section. Finally, students completed a homework assignment for which they had to create a public service announcement (PSA) featuring their favorite library resource, space, or service.  \nLIBRARY ORIENTATIONS FOR FIRST-YEAR STUDENTS  \nStudents who receive an orientation to library resources and services are more likely to seek needed research assistance with course papers, projects, and presentations (Brown et al., 2004; Pellegrino, 2012; Vance, Kirk, & Gardner, 2012; Du Mont & Schloman, 1995; Boff & Johnson, 2002; Ury & King, 1995) . Donald, Harmon, and Schweikhard (2012) pointed out the importance of introducing students early to the library space. Students are often intimidated by the size of the library, feel inadequate because they lack knowledge about where items and services are located in the building, and are uncomfortable with both the research process and asking questions of library staff (Mellon, 1986; Gross & Latham, 2007; Jiao & Onwuegbuzie, 1999; Cahoy & Bichel, 2008; Van Scoyoc, 2003) . A library orientation exercise designed so that students can succeed can help combat these feelings.  \nUnfortunat","cbCaipHrj0ZW3Zyu","https://ap.wps.com/l/cbCaipHrj0ZW3Zyu","pdf",881130,18,"English","# Background\n# Library Orientations for First-Year Students\n## Library scavenger hunts and student experience","[{\"question\":\"What elements make up the UC San Diego library orientation module for FYE students?\",\"answer\":\"The module includes a short in-class presentation on library resources and research concepts, an online interactive library scavenger hunt done during the discussion section, and a homework assignment requiring students to create a public service announcement about a library resource, space, or service.\"},{\"question\":\"Why did UCSD librarians argue for focusing on library services and resources rather than database instruction?\",\"answer\":\"After discussions with Provosts and campus leaders, librarians made the case that the information literacy component of FYE should emphasize library services and resources instead of traditional database instruction.\"},{\"question\":\"What challenges are associated with scavenger hunts used as library orientations, and how were they addressed?\",\"answer\":\"Scavenger hunts can be viewed as busy-work and may frustrate students and librarians if poorly designed, for example by causing crowds at the reference desk. The article notes that well-designed hunts can function as effective teaching tools when thoughtfully constructed.\"}]","Creating an Engaging Library Orientation - Volume 10 - Issue 1 | PDF",1792087668,45]