Research Article - You have one hour: developing a standardized library orientation and evaluating student learning

Oct 15, 2026

Uploaded by ahduag

Library orientations can either energize or frustrate instruction librarians, especially when first-year students are reached too late for meaningful support. This article documents a large-scale implementation of standardized library orientations, using a systematic review of students’ post-instruction responses to evaluate learning outcomes. It emphasizes interdepartmental collaboration, curriculum design, and instructional technology, and discusses how elements of the approach may strengthen existing programs or inform new orientation models.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Literature Review

Research Article You have one hour: developing a standardized library orientation and evaluating student learning ELIZABETH BROWN 1 Central Washington University, Ellensburg, WA Abstract Library orientations continue to excite, or plague, instruction librarians everywhere. Reaching first year students early can preempt academic heartache and research woes, yet the question of“what students really need” continues to evolve. This article presents a case study of a largescale implementation of library orientations. The main issue addressed in this article involves a systematic review of students’ post-instruction responses and assessment of their learning. Related elements mentioned in this article include: interdepartmental participation; curriculum design; and instructional technology. While this implementation may not be appropriate for all academic libraries, its components may offer ideas for augmenting existing programs or building new ones. Keywords: academic libraries, information literacy instruction, library orientation, assessment strategies Introduction Limited classroom time with students is a challenge for instruction librarians aiming to develop and deliver quality instruction. When it comes to orientations, their nature lends them tobe both limited in time and lacking a deeper research mission. In turn, this means they can be a challenging entry point for library instruction. However, getting students in the library, or at least aware of the resources available to them, is an important element of getting students oriented to campus. This is the landscape in which library orientations exist and function. The scenario is no different at Central Washington University where this orientation took place. During the fall quarter of 2015, the librarians of James E. Brooks Library partnered with University 101 (UNIV101), a required orientation course designed for first-year students. This was not the first implementation ofUNIV101 partnerships, but the relationship pivoted on the expectation of standardized content coverage. The main mission behind this orientation was to introduce students to library materials and services. One of the goals was to establish familiarity with the library from which to build on in higher-level library instruction. A secondary goal of 1 Elizabeth Brown is an Assistant Professor in the capacity of Instruction Coordinator at Brook Library, Central Washington University. She is responsible for oversight of information literacy instruction through the library and coordinates the Library and Information Science undergraduate program. Elizabeth teaches Library Management & Leadership, and Information Literacy & User Services in the LIS program. Her research interests and writing include initiatives in IL instruction and she has presented regionally, nationally, and internationally. this implementation was to check for student learning after their library session. The course outcome that was targeted during library orientations is represented in Table 1. Table 1 UNIV101 Library Outcome | UNIV101 Library Outcome | How will the course satisfy this outcome? | How will this outcome be assessed (summative) and what is the measure of success? | | --- | --- | --- | | Illustrate basic understanding ofCWU library information resources. | Students will participate in class group work, presentations, homework, and/or CANVAS modules developed in collaboration with and/or by professional library staff and/ora guided tour of the Brooks Library with a professional librarian. | Students will demonstrate mastery ofCWU’s library resources through quizzes, completion of CANVAS modules, and/or a cumulative final exam at the end of the course. | Given the flexible nature of this outcome, it was expanded to create clear expectations that the learner would be able to: • Identify services, materials, and spaces available at the library • Identify OneSearch [the library catalog] as a starti

FAQs

What core purpose did the library orientation target?

The orientation aimed to introduce students to library materials and services and build familiarity for later higher-level instruction.

How was student learning assessed after the library session?

Student learning was evaluated through methods aligned with course outcomes, including quizzes, CANVAS module completion, and/or a cumulative final exam.

What teaching approaches does the literature review connect to orientation effectiveness?

The literature review highlights engagement-centered strategies such as cooperative learning, active learning, and problem-based or case-based learning to create engaging learning experiences.

Oct 15, 2026

Uploaded by ahduag