A Library Instruction Survey for Transfer Students: Implications for Library Services

Tag, Sylvia

doi:10.1016/j.acalib.2004.01.001

Cited by 26 publications

(15 citation statements)

References 6 publications

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“…The transfer student population is diverse in many ways, and includes international students, community college students, and older adult students (Tag, 2004;Hoover, 2010;Kranzow, Hinkle, & Foote, 2015). When transitioning to a new institution, transfer students may face challenges meeting increased academic demands, integrating socially, finding community, feeling a sense of belonging, and balancing work-life-school demands (Kearns, Kirsch, & Vidas, 2014;Wood & Moore, 2015;Townley et al, 2013;Townsend & Wilson, 2006;Whang et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Despite missing a variety of orientation and instruction offerings, including education about libraries and information literacy, transfer students are often expected to have the same knowledge and skills as non-transfer students. Aware of these common challenges that transfer students often face in transitioning to a new institution, some librarians have called for academic libraries to provide more orientation and instruction sessions designed with the transfer student population and their needs in mind (Phillips & Atwood, 2010;Tag, 2004). In recent years, librarians have designed an information literacy game in Blackboard (Kearns, Kirsch, & Cononie, 2017), personal librarian programs (MacDonald & Mohanty, 2017;Lafrance & Kealey, 2017), and other library services and programs (McBride, Gregor, & McCallister, 2017) specifically for transfer students.…”

Section: Creating a Library Orientation Card Game -4mentioning

confidence: 99%

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Creating a Library Orientation Card Game to Reach New Transfer Students

Giles

Shuyler

Evans

et al. 2019

Public Services Quarterly

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Librarians and staff at a public university drew upon previous experience with instructional games to develop, implement, and assess a card game as a library orientation activity for new transfer students. This project was shaped by a desire to meet transfer students' unique needs as well as the logistical constraints associated with the university's transfer student orientation. The card game, modeled after Apples to Apples, presented information about the campus library system in a fun, informal way that allowed transfer students to socialize with each other while learning. Survey responses indicated that students found the game both enjoyable and helpful.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Creating a Library Orientation Card Game -4mentioning

confidence: 99%

Creating a Library Orientation Card Game to Reach New Transfer Students

Giles

Shuyler

Evans

et al. 2019

Public Services Quarterly

View full text Add to dashboard Cite

show abstract

“…Tag (2004) investigated the interest in library instruction among new transfer students. She surveyed incoming transfer students (n=307) at Western Washington University, to ask about their experiences with research resources at their previous institutions.…”

Section: Library Services For Transfer Studentsmentioning

confidence: 99%

Connecting information literacy instruction with transfer student success

Robison

2017

RSR

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Purpose This paper aims to investigate the academic library’s role in supporting transfer student success, specifically by providing information literacy (IL) instruction. This paper examines whether IL instruction contributes to a transfer student’s sense of academic integration. Design/methodology/approach The author designed and distributed a survey to incoming undergraduate transfer students at Valparaiso University, gathering information about students’ IL instruction experiences, their attitudes and their preferences for receiving information about the library at their new university. Inferential statistics were used to test correlations between IL instruction and students’ attitudes. Findings In all, 38 students completed the survey. The t-test results show significantly higher levels of confidence among those students who had participated in formal IL instruction. IL instruction is shown neither to contribute to transfer students’ sense of academic integration nor to benefit students during the transfer process. Respondents believed that transfer students do need information about their new library. They preferred small group settings or private communications for receiving this information, and the critical window is the period from when they arrive on campus through the second week of class. Practical implications This study provides guidance into librarians’ outreach efforts to transfer students, including the desirability, format and timing of this information. Originality/value This paper is the first to situate IL instruction as a factor in transfer success.

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“…Earlier library literature explored the challenges of differing levels and availability of library instruction (Staines, 1996;Tag, 2004), and case studies include examples of instruction programs targeting trans fer students (Cox and Johnson, 1992) and a library partnership with a writing center to assist underprepared transfer students in acclimating academically to a four-year institution (Tipton and Bender, 2006). Tipton and Bender assert that libraries shouldn't shy away from small-scale collaborations as necessary supplements to larger instruction efforts at research institutions in particular, stating that the "one-size-fits-all school of education has already failed some of these students more than once, an d alternatives are desirable for retention and graduation of diverse student populations" (p. 401).…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding the transfer student experience using design thinking

Whang

Tawatao

Danneker

et al. 2017

RSR

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Purpose Discussion of a 2015-16 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success. Design/methodology/approachThe study employs design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience. FindingsTransfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university, and their need to balance academic, work, and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students. Research limitationsThis pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase. Originality/valueThis study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs.

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A Library Instruction Survey for Transfer Students: Implications for Library Services

Cited by 26 publications

References 6 publications

Creating a Library Orientation Card Game to Reach New Transfer Students

Creating a Library Orientation Card Game to Reach New Transfer Students

Connecting information literacy instruction with transfer student success

Understanding the transfer student experience using design thinking

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