Exploring the experience of undergraduate students attending a library induction during Welcome Week at the University of Surrey

Escape the welcome cliché

“…Students' expectations of the university library have the potential to impact upon their use of it. Barton (2017) found that students' expectations of a university library were focussed on book provision and study space and did not tend to include an awareness of online resources or learning support services. Therefore, students may require time and ongoing support to become comfortable with these unfamiliar and unexpected elements of university life.…”

“…Among both university-wide induction researchers and library induction researchers, it is felt that the delivery of inductions during the first week of university limits the potential for student learning and engagement. Many students may not be ready to engage effectively with information given at that stage (Gale & Parker, 2014;Whitton, Jones, Wilson & Whitton 2014;Barton, 2017). Thus, Whitton et al (2014) point out that academic information is often presented http://dx.doi.org/10.11645/12.1.2394 to students before they have an understanding of the context in which it should be applied.…”

“…Thus, Whitton et al (2014) point out that academic information is often presented http://dx.doi.org/10.11645/12.1.2394 to students before they have an understanding of the context in which it should be applied. They, along with Brooman and Darwent (2014) and Barton (2017), argue that information of this nature is better introduced to students at a later stage in the transition process. With this in mind, the LLSS were conscious about the timing of the Welcome activities delivered to students at Surrey.…”

Using a flipped classroom to embed information literacy skills training into academic studies

“…In line with many universities, students at King's College London receive library training by librarians during their induction week in their first year. Induction activities of this kind have been discussed in the literature for decades (Barton, 2017) and despite significant developments, there are still issues of low student engagement (Barton, 2017;Carpmael, Morgan & Nichols, 1992). This is not necessarily surprising given the major transition students undergo as they settle into university (Maunder, Cunliffe, Galvin, Mjali & Rogers, 2013).…”

“…This is not necessarily surprising given the major transition students undergo as they settle into university (Maunder, Cunliffe, Galvin, Mjali & Rogers, 2013). The demands of this transition, coupled with the fact that student generally show low engagement in study skills development (Burnett & Collins, 2007;Thompson, Kardos & Knapp, 2008;Verlander & Scutt, 2009;Wingate, 2006) mean the value of these sessions is often limited, with students returning to the library or academic staff for help with basic ILskills later in their studies (Barton, 2017), normally when assessed work requires the skills to be demonstrated. Additionally, when delivered separately by librarians during induction, the material is not fully integrated into the students' academic curriculum, meaning they can often struggle to see the relevance of the skills.…”