Planning Academic Library Orientations: Case Studies from Around the World

Planning Academic Library Orientations

Case Studies from Around the World

Editors

Kylie Bailin

Benjamin Jahre

Sarah Morris

Table of Contents

Cover image

Title page

Series Page

Copyright

List of Contributors

Introduction

Part I. Games

Chapter 1. Hole in One: Library Services on the Green

About Longwood University

About Greenwood Library

Introduction

Planning

Implementation

Assessment

Reflection

Conclusion/Adaptability

Chapter 2. Passing Go: Utilizing Gamification to Introduce New Students to the Libraries

Introduction

Goals

Game Design

Marketing

Lessons Learned

Conclusion

Chapter 3. Breakout the Library: Using Escape Room Concepts to Teach and Assess the First-Year Library Orientation Experience

Introduction

Background

Designing the Caper

Lights, Camera, Action!?

So, What Did We Learn?

Conclusion

Chapter 4. New Tactics for Orientation: Using Gamification to Connect and Engage Students

Introduction

About La Trobe University

Old Tactics

New Tactics

Escape Room at the Library

Mission Possible

Communications, Promotion, and Incentives

Conclusion

Chapter 5. Play Day at UTS Library: Engaging Students With Fun and Serious Play

Introduction

Play Day: Behind the Scenes

The Games

Scaling for Small Institutions

Conclusion

Chapter 6. Orientation as Exploration: Video Game Training Modules as a Model for Learning by Discovery

Introduction

Institution and Library Background

Library Orientation as Training Module

Designing Library Voyage: Explore Chicago

Conclusion

Chapter 7. Connecting New Freshmen With the Library: People, Places, and Problem Solving

Introduction

Design and Development

Game Materials

Assessment

Future Revision of This Orientation

Conclusion

Part II. Marketing & Promotion

Chapter 8. Supporting Student Retention and Success: Personal Librarian Program at the University of Victoria

Introduction

Literature Review

Planning and Implementation

Promotion

Survey

Librarian Feedback

What We Learned/Next Steps

Conclusion

Appendix

Chapter 9. Welcome to the Library: Building a Social Orientation Campaign

Beyond the Scavenger Hunt

Embracing an Online Conversation

A Fall Welcome Campaign

Assessment

Use and Effectiveness of Social Strategies

Comparing Engagement by Network

Conclusion

Chapter 10. Building Community Through Festival: Library Orientation on the Quad

Introduction

Literature Review

What Is a LibFest?

Assessment and Growth

Looking Forward and DIY

Why LibFest?

Part III. Partnerships

Chapter 11. Collaboration on a Grand Scale: Creating a High-Impact Educational Orientation Experience Through Campus and Library Partnerships

Evolution of the Open House

How Does the Event Work?

Examples of Open House Stop Activities

Using Learning Outcomes to Facilitate Partnerships

Collaboration Is Key to Success

Continuing to Evolve

Conclusion

Appendix

Chapter 12. Building Partnerships for Better Library Orientations

Background

Institutional Setting

Evolving Partnership

Evolving Library Orientation

Developing the Library Scavenger Hunt

Technology

Freshmen Versus Transfer Students

Formal Feedback

Best Practices

Conclusion

Chapter 13. Teaching Library and Legal Research Skills to First-Year Law Students: The Role of Library Tours and Exercises

Introduction

The Aberdeen Tradition

Findings and Discussions

Conclusion: Students Learning From Experience

Appendix

Chapter 14. The Big Red Ruckus @ Love: From Cooperation to Collaboration

Getting to Know the Academic Library

The Big Red Ruckus: The Background

Establishing Effective Collaborations and Identifying Stakeholders

Planning for Maximum Engagement

The Event

Planning for Sustainability: Hills and Valleys

The Future: Challenges and Opportunities

Part IV. Targeting Specific Audiences

Chapter 15. Library Orientations for Resident Assistants

Introduction

The Orientation

Interactive Role-Playing Games as Information Literacy Training

Making It Work

Conclusion

Chapter 16. Marhaba, Welcome: Orienting International Students to the Academic Library

Introduction

About NYUAD and Early Orientation Efforts

Incorporating Evidence-Based Research

Campus Collaboration

Library Instruction

Assessment

Staff Training

Cultural Awareness

Final Thoughts

Chapter 17. Passport to Discovery: A Library Adventure

Background

Activity Description

Why It Works

Targeting Specific Audiences: AOP/HEOP Students

Assessment

Adaptation

Chapter 18. Designing a Library Orientation for First-Year Students With Disabilities Through the STEPS Program

Introduction

Literature Review

Developing a Partnership With Accessible Learning Through the First-Year Library Team

Accessible Learning and STEPS at Sheridan

Redesigned Library Session at STEPS

Discussion

Lessons and Future Plans

Conclusion

Chapter 19. Creating a Targeted Orientation Program for International Graduate Students

Expanding Our Graduate Services

Literature Review

Targeting International Students

Planning the Session

A Day-Long Cultural Exchange

Concluding Thoughts

Appendix

Chapter 20. The Library Is Very Huge and Beautiful: A Library Orientation for English Language Learners

Introduction

Creating the Amazing Race

Day-of Logistics

Student and Faculty Feedback

Lessons Learned

Future Directions

Adaptation for Other Libraries

Chapter 21. Be All That You Can Be: Targeting Library Orientations to Military Cadets

Introduction

Literature Review

Background

Impact

Conclusion and Future Directions

Chapter 22. Introducing New International Students to Privilege in Information Access

Background

Planning

What We Did

Discussion

Part V. Technology

Chapter 23. Creating a Library Orientation Video for Distance, Regional, and Online Students

Context

The Challenge of Reaching Distance Learners

Creating an Orientation Video

Adapting for Other Institutions

Conclusion

Appendix: Distance Learners Library Orientation Storyboard and Script

Chapter 24. Creating and Sustaining Library Video Tours

Introduction

Video Design

Video Production

Marketing

Video Sustainability

Assessment

Conclusion

Chapter 25. Coming to a Screen Near You: Broadcasting Library Orientations

Introduction

Broadcasting Sessions With Blackboard Collaborate Ultra

Breaking the Ice With Qualtrics

Gathering Assessment Data With Socrative

Conclusion

Chapter 26. Interactive eLearning: Designing the Immersive Course-Integrated Online Library Orientation

Background

Preliminary Analysis

Design

Development

Implementation

Evaluation and Reflection

Conclusion

Part VI. Tours

Chapter 27. Adding ADDIE to the Library Orientation Program at Singapore Management University Libraries

Introduction

Background and Contextualization

What Is LibQuest?

Framing LibQuest Using the ADDIE Model

Conclusion

Chapter 28. The Evolution of Eastern Kentucky University Libraries Orientations: Giving Students a LibStart to Student Success Through Library Engagement

Introduction and Institutional Context

From Presentations, Tours, and Orientations to LibStart

Reflection and Future Directions

Appendix: Current Version

Chapter 29. #FreshStart: Library Orientation @A Caribbean Academic Library

Introduction

Overview of Orientation at the University of the West Indies

Orientation: The Project

Scheduled Tours: Light, Bright, and Engaging

Library Treasure Hunt

Orientation Village Library Booth

Marketing and Social Media

UWILinC Catalog Training Sessions

Lessons Learned

Conclusion

Chapter 30. Hunger to Change the Game: Using Assessment to Continually Evolve a Library Orientation

Introduction and Background

Research Games

Research Games: From Feedback to Tour

Lessons Learned

Future Directions

Conclusion

Chapter 31. 200 Students in 20minutes: Freshman Orientation Tours

University of North Florida's Orientation History

Identify Priorities and Find Solutions

Conclusion

Chapter 32. Passport to Academic Success: An Engaging, Active-Learning Library Orientation for New Students

Introduction

Institutional Background

Time for a Change

New Vision

Program Description

Logistics

Promotion

Assessment

Ongoing Development

Future Directions

Conclusion

Chapter 33. Library Boot Camp: Scalable Basic Training for New Library Users

Library Boot Camp

Logistics

Staffing

Adaptations

Advertising

Assessment

Program Successes

Implementing Library Boot Camp at Your Institution

Conclusion

Chapter 34. Pecha Kucha It: Everything You Need to Know About the Library in Six Minutes and Forty Seconds

Background

The Idea

Pecha Kucha: A New Way to Engage

Looking Forward

Thematic Index

Subject Index

Series Page

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List of Contributors

Redzuan Abdullah,     Singapore Management University Libraries, Singapore

Joanna M. Anderson,     East Tennessee State University, Johnson City, TN, United States

Kylie Bailin,     Lafayette College, Easton, PA, United States

Ariana Baker,     Coastal Carolina University, Conway, SC, United States

Leah C. Banks,     Eastern Kentucky University, Richmond, KY, United States

Anne C. Behler,     Penn State University, University Park, PA, United States

Veronica Bielat,     Wayne State University Library System, Detroit, MI, United States

Bill Blair,     University of Victoria, Victoria, BC, Canada

Eleni Borompoka,     University of Aberdeen, Aberdeen, Great Britain

David Boudinot,     University of Victoria, Victoria, BC, Canada

Lindsay Bush,     Union College, Schenectady, NY, United States

Dawn (Nikki) Cannon-Rech,     Georgia Southern University, Statesboro, GA, United States

Ashley J. Cole,     Eastern Kentucky University, Richmond, KY, United States

Cynthia H. Comer,     Oberlin College, Oberlin, OH, United States

Lorna M. Dawes,     First-Year Experience Librarian, University of Nebraska, Lincoln, NE, United States

Wendy C. Doucette,     East Tennessee State University, Johnson City, TN, United States

Ashley England,     University of Technology Sydney, Sydney, NSW, Australia

Nicole Eva,     University of Lethbridge, Lethbridge, AB, Canada

Kayla Flegal,     DePauw University, Greencastle, IN, United States

Janice Galloway,     Sheridan College, Oakville, ON, Canada

Megan Gilpin,     Penn State University, University Park, PA, United States

Gail Golderman,     Union College, Schenectady, NY, United States

Crystal Goldman,     UC San Diego Library, La Jolla, CA, United States

Jamie L. Goodfellow,     Sheridan College, Oakville, ON, Canada

Stephanie J. Graves,     Texas A&M University, College Station, TX, United States

Jessica Hagman,     Ohio University, Athens, OH, United States

Justin Harrison,     University of Victoria, Victoria, BC, Canada

Tiffany Hebb,     DePauw University, Greencastle, IN, United States

Sophie Herbert,     University of Technology Sydney, Sydney, NSW, Australia

Megan Hodge,     Virginia Commonwealth University, Richmond, VA, United States

Ashley T. Hoffman,     Kennesaw State University, Kennesaw, GA, United States

Christina Holm,     Kennesaw State University, Kennesaw, GA, United States

Meggan Houlihan,     New York University Abu Dhabi, Abu Dhabi, United Arab Emirates

Daniel Ireton,     Kansas State University, Manhattan, KS, United States

Benjamin Jahre,     Lafayette College, Easton, PA, United States

Genevieve A. Jones-Edman,     The University of the West Indies, Mona, Jamaica

Matthew LaBrake,     Berkeley College, Paramus, NJ, United States

Sarah LeMire,     Texas A&M University, College Station, TX, United States

Jessica C. Lewis,     The University of the West Indies, Mona, Jamaica

Beth Daniel Lindsay,     New York University Abu Dhabi, Abu Dhabi, United Arab Emirates

Darchelle Martin,     Kansas State University, Manhattan, KS, United States

Jemima McDonald,     University of Technology Sydney, Sydney, NSW, Australia

Zackary Chance Medlin,     Texas A&M University, College Station, TX, United States

Kathryn C. Millis,     DePauw University, Greencastle, IN, United States

Stephanie Miranda,     University of Tennessee, Knoxville, Knoxville, TN, United States

Sarah Morris,     The University of North Carolina, Chapel Hill, NC, United States

Rajen Munoo,     Singapore Management University Libraries, Singapore

Trenia Napier,     Eastern Kentucky University, Richmond, KY, United States

Vicki M. Palmer,     Longwood University, Farmville, VA, United States

Julie Piacentine,     University of Chicago Library, Chicago, IL, United States

Amanda Piekart-Primiano,     Berkeley College, Woodland Park, NJ, United States

Charissa Powell,     University of Tennessee, Knoxville, Knoxville, TN, United States

Robyn Reed,     Union College, Schenectady, NY, United States

Matthew T. Regan,     Montana State University, Bozeman, MT, United States

Steven Remenapp,     Wayne State University Library System, Detroit, MI, United States

Quemar Rhoden,     The University of the West Indies, Mona, Jamaica

Emily Rimland,     Penn State University, University Park, PA, United States

Caron Rollins,     University of Victoria, Victoria, BC, Canada

Ian Rossiter,     La Trobe University, Melbourne, VIC, Australia

Amanda Roth,     UC San Diego Library, La Jolla, CA, United States

Ingrid Ruffin,     University of Tennessee, Knoxville, Knoxville, TN, United States

Fiona Salisbury,     La Trobe University, Melbourne, VIC, Australia

Courtney Seymour,     Union College, Schenectady, NY, United States

Catherine Silvers,     University of North Florida, Jacksonville, FL, United States

Kaitlin Springmier,     Sonoma State University Library, Rohnert Park, CA, United States

Ashley Stark,     Kansas State University, Manhattan, KS, United States

Rebecca Starkey,     University of Chicago Library, Chicago, IL, United States

Zita Szabo,     University of Aberdeen, Aberdeen, Great Britain

Sarah Thorngate,     North Park University, Chicago, IL, United States

Rebecca L. Tolley,     East Tennessee State University, Johnson City, TN, United States

Leah Townsend,     NorQuest College, Edmonton, AB, Canada

Dominique Turnbow,     UC San Diego Library, La Jolla, CA, United States

Eng Ung,     La Trobe University, Melbourne, VIC, Australia

Ellen R. Urton,     Kansas State University, Manhattan, KS, United States

Jennifer L.A. Whelan,     College of the Holy Cross, Worcester, MA, United States

Laura L. Wilson,     College of the Holy Cross, Worcester, MA, United States

George Zedan,     Wayne State University Library System, Detroit, MI, United States

Introduction

It is no secret that the transition to college is often difficult for first-year students. This challenge can be the result of a combination of any of a great number of factors, including (but by no means limited to) the following: navigating a new environment; fending for oneself; making new friends; managing demanding classes and assignments; and feeling homesick (Clark, 2005; Millett-Thompson, 2017; Upcraft & Farnsworth, 1984).

It is also generally accepted that the first few weeks of a student's time on campus can be critical in laying a strong foundation for his/her time at college (Noel, Levitz, & Saluri, 1987). Educators and administrators have thus focused immense energy and resources on creating positive experiences for students during their first few weeks at college, frequently referred to as orientation (Barefoot, 2005; Mayhew, Vanderlinden, & Kim, 2010; Robinson, Burns, & Gaw, 1996; Upcraft & Gardner, 1989). These efforts may include activities such as games and concerts to encourage relationship building or shared community readings and discussion groups to prepare students for classes.

Not least among the challenges new students face is learning how to perform research at a college level (Collins & Dodsworth, 2011). Perhaps the most basic step in acquiring this skill is becoming comfortable with the library building, its services, and asking librarians for help. However, students can often feel apprehensive and unsure, or even fearful, of navigating this new environment (Gross & Latham, 2007; Jiao & Onwuegbuzie, 1999). Libraries have long sought to allay these fears by offering an orientation activity to first year students or specific targeted audiences, such as transfer or international students (Brown, Weingart, Johnson, & Dance, 2004; Hartz, 1965). However, owing to the wide spectrum of sizes, missions, and budgets of libraries and their parent institutions around the world, library orientations can take on many different forms.

As such, a major tenet of this book is that there is no right or wrong type of library orientation. Instead, we accept that what might be successful at one institution might not work, or simply may be impractical, for another. As an example, throughout the literature, there are articles in support of (Mosley, 1997) and also maligning library tours (Lynch, 1974; Marcus & Beck, 2003; Phipps, 1968), even though tours are one of the most prevalent forms of orientation (Shirato & Badics, 1997). Scavenger hunts or other self-guided tours have also come under fire from some (McCain, 2007; Rugan & Nero, 2013) and yet have been found by others to be an effective means of introducing the library in a low-pressure environment (Goldman, Turnbow, Roth, Friedman, & Heskett, 2016; Ly & Carr, 2010; McCain, 2007).

Reviewing the literature on library orientations can be difficult, as they are not all defined the same (Oling & Mach, 2002). Back in 1981, James Rice introduced three different levels of library education: library orientation, library instruction, and bibliographic instruction. According to Rice (1981), library orientation aims to give students an overview of the library building, introduces staff members and library services, and library procedures. Orientation also should motivate students to return to the library and hopefully reduce library anxiety. Library instruction and formal bibliographic instruction seek to provide higher levels of training in research skills. We have used a similar definition for this book as we define a library orientation as any attempt to reduce library anxiety by introducing students to what a college/university library is, what it contains, and where to find information while also showing how helpful librarians can be. This book is focused on these types of orientations, which do not necessarily stretch to the higher levels of library education outlined by Rice (1981). Information literacy (IL) is essential in the landscape of library work, but orientations may or may not reach that ground, so we have chosen a selection of chapters based on their strategies for introducing students to the library instead of their comprehensive IL education.

This book gathers case studies from around the world to create a guide for planning academic library orientations in various forms. It is meant to be a field guide of sorts; a practical collection that can be read altogether or used as a reference book. We attempt to highlight many different kinds of orientations—from the basic to the more elaborate—to show what is possible and also why each of these can work for a particular institution depending on variables such as an institution's resources, time, and size. Each chapter contains institutional information to help readers decide which type of orientation would be most relevant to their own needs and see what resources are required.

The book is divided into six sections: Games; Marketing and Promotion; Partnerships; Targeting Specific Audiences; Technology; and Tours. Each chapter in these sections will be focused primarily on the selected theme. However, as most orientations use multiple strategies in their program, you will find chapter themes concepts at the beginning of each chapter denoting which other strategies are used in that orientation. We have included assessment among these themes, as many orientations gather feedback about their orientation. At the end of the book, you will find an index of all of these themes and the chapters that discuss them.

The Games section demonstrates many creative ways in which librarians have used active play to instill a sense of fun, competition, or accomplishment into their orientations. One main takeaway from this section is how many forms an orientation game can take, from sports and video games to role-playing and board games. Chapter 1 features Palmer's account of a mini-golf-based orientation in which the course winds through the building to physically orient students, with each hole stopping at a major service point in the library. In Chapter 2, Powell et al. describe an iterative process of creating an orientation in which the library becomes a game board where students progress through the game by completing a hands-on activity at each stop on the board.

Chapters 3 and 4 both discuss the recent trend of using escape room games as orientation activities. In Chapter 3, Ruffin and Miranda give a detailed account of how they planned, executed, and assessed a zombie apocalypse-themed escape room orientation. In Chapter 4, Salisbury, Rossiter, and Ung discuss how they partnered with a local escape room company to come up with a concept and then created a mobile escape room orientation that could be played on a phone or tablet. This chapter also describes a second game with a spy theme which introduces students to library resources, as a complement to the escape room game which introduces students to physical spaces.

In Chapter 5, McDonald, England, and Herbert present an entire Play Day that not only centers around library trivia and a scavenger hunt to provide traditional orientation information but also features some games just for fun, such as a paper plane throwing competition, ping-pong, and a computer game intriguingly entitled Keep Talking and Nobody Explodes. Continuing the video game theme, Chapter 6 details the technological aspects Thorngate considered to build a video game from scratch in which the players research Chicago landmarks. Particular attention in this chapter is given to the game-based learning strategies used in crafting various components of the game. Bielat, Zedan, and Remenapp outline the development of a chooseable path adventure game in which participants role-play a typical undergraduate student's day at the library in Chapter 7.

An orientation can only be successful if students are actually aware of its existence. The Marketing and Promotion section gathers orientations that included unique efforts to make their event known and well attended and to increase participation from staff. Chapter 8 details the difficulties of marketing a new program at a large institution, The University of Victoria, and Boudinot, Blair, Harrison, and Rollins unpack the creation and implications of an automated email system in the formation of their Personal Librarian Program. Chapter 9 moves orientation entirely online, as Hagman discusses how Ohio University chooses to replace a traditional orientation with a proactive social media campaign to raise awareness of the services the library provides. Whelan and Wilson at the College of the Holy Cross detail how focusing on substantial prize incentives for a library festival orientation can improve attendance, satisfaction, and the budget in Chapter 10.

In the Partnerships section, we wanted to highlight institutions that have gone out of their way to develop and cultivate partnerships with other organizations on campus and internally within the library. In Chapter 11, Behler, Rimland, and Gilpin showcase many collaborations both internal and external with the development office, the public relations and marketing departments, the IT office, and curriculum committees. In Chapter 12, Goldman, Turnbow, and Roth talk about how the University of California, San Diego Library was invited to partner with the University's first year and transfer experience program and contributed to the IL portion of the program. In Chapter 13, Szabo and Borompoka discuss the Taylor Law Library at the University of Aberdeen's long-standing relationship with the School of Law and how they have worked together to create a meaningful orientation for law students. Dawes demonstrates in Chapter 14 how the University of Nebraska Libraries worked with the First Year Experience and Transition Programs, which brought all the academic support services together in an annual campuswide orientation for first year and transfer students.

Although many library orientations are designed for incoming first year students, there are plenty of other populations using the library with particular demographics and needs. The Targeting Specific Audiences section compiles case studies of colleges and universities that attempt to reach out to expanded audiences, such as international students, cadets, or English language learners. In Chapter 15, Cannon-Rech writes about creating an interactive orientation for Resident Assistants. Houlihan and Lindsay discuss efforts at orienting international students to New York University Abu Dhabi in Chapter 16 by reworking the orientation to include more culturally relevant examples and situations. Chapter 17 showcases a partnership between the library at Union College and an Academic Opportunity Program for students from underserved communities. Librarians at Union met with those students at multiple stages in their college orientation to increase comfort and engagement with the resources at the library. In Chapter 18, Goodfellow and Galloway of Sheridan College address the critical issue of accessibility, as they design a library orientation for students with disabilities.

Both Chapters 19 and 20 focus on serving non-native English speakers: in Chapter 19, Tolley, Doucette, and Anderson create an extended, flexible orientation for international graduate students at East Tennessee State University that allowed feedback throughout; in Chapter 20, Hodge writes about a scaffolded and differentiated scavenger hunt for English language learners at Virginia Commonwealth University. Chapter 21 pivots to a unique campus community as LeMire, Graves, and Medlin adapt their instruction to the cadet population at Texas A&M. Flegal, Hebb, and Courtland Millis round out our Targeting Specific Audiences section in Chapter 22 by infusing the concepts of power, privilege, and diversity into their orientation to the DePauw University Library for international students, linking libraries and information to their economic and social value in society.

Although many of the orientations described in other chapters rely on technology to varying degrees, the four chapters in the Technology section are the most directly focused on the technological aspects of making their orientations work. In Chapter 23, Townsend lays out the process of targeting a video orientation to distance learners, with special emphasis on simplifying the process to reach the broadest possible section of students. Chapter 24 also covers video orientation, but in this chapter, Baker goes into extensive detail about storyboarding and producing the video content, particularly with an eye toward ensuring the video is sustainable and can be easily updated as needed.

Chapter 25 moves the conversation from prerecorded to live video orientations. In this chapter, Hoffman and Holm present their novel concept of using Blackboard Ultra to broadcast orientations into multiple classrooms at a time, which greatly increased their reach across campus. This chapter also demonstrates how the authors used Qualtrics and Socrative to assess the success of their sessions in real time. In Chapter 26, Regan, LaBrake, and Piekart highlight their use of Articulate Storyline to design, develop, and implement an environment in which students could explore a virtual library and discuss the process of integrating this learning object into the curriculum at their institution.

The Tours section highlights a variety of methods for running library tours or presentations as well as providing self-guided tours as part of an orientation. Many of these chapters show how their tours have evolved over time through assessment. In Chapter 27, Munoo and bin Abdullah illustrate how the analysis, design, development, implementation, and evaluation (ADDIE) model can be used to plan, design, and assess their tour-based orientation, which includes an online course and a problem-based learning experience, integrating technology and games to engage students. In Chapter 28, Cole, Napier, and Tent discuss the evolution of their orientation through assessment ending with an orientation situated in a class period where students are handed iPads connected to the Library's Instagram account and complete a scavenger hunt composed of photo prompts such as find the best study spot.

In Chapter 29, Lewis, Jones-Edman, and Rhoden lay out how the University of the West Indies in Jamaica took a multifaceted approach aligned with the University's orientation including scheduled tours, a booth at the orientation village, library catalog training sessions, and a treasure hunt to engage first-year students. In Chapter 30, Bailin, Jahre, and Morris demonstrate how orientations can evolve over time as the Lafayette College Library moved from a more elaborate game to a tour, while still including interactive and competitive game elements, such as a quiz and prizes. Libraries are sometimes not given much time, if at all, in broader campuswide orientations as Silvers in Chapter 31 highlights the process of creating an orientation for 200 students in just 20  minutes.

In Chapter 32, Comer describes how they created a self-guided travel-themed tour, which puts the students in control of their own journey around the library. Chapter 33 moved away from an active-learning program that became unsustainable, but instead of going back to a standard library tour, Starkey, Piacentine, and Springmier implemented Library Boot Camp, inspired by speed dating, moving students from various short task-based instruction sessions. Another example of an innovative way to compete for students' attention is described in Chapter 34 where Eva details a Pecha Kucha–style session where students watched a presentation of 20 visual-only slides of 20  seconds each.

Surveying these chapters and the wide array of approaches discussed, it can be tempting to conclude that there are no generalizations to be made about the state of academic library orientations. While it's true that each of these chapters takes a slightly different approach, all share the aim of making the library accessible and familiar to the populations it serves. Another common theme across most of the chapters is the need to assess, revise, and change the orientation as needed in response to feedback, staff demands, and evolving trends in libraries, technology, and the world at large. Although we are hesitant to attempt to predict what these trends may be—and even if we could, any projections we could make would not be applicable to all libraries given the variations in size, mission, and budgets discussed previously—we do feel comfortable saying that orientations will continue to be a major point of outreach for most academic libraries well into the foreseeable future.

Acknowledgments

We would like to thank the staff of the Lafayette College Libraries for their camaraderie and willingness to make orientation a team effort; the students of Lafayette College for always making orientation fun and exciting; and our families for their support.

References

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Brown A.G, Weingart S, Johnson J.R.J, Dance B. Librarians don't bite: Assessing library orientation for freshmen. Reference Services Review. 2004;32:394–403. doi: 10.1108/00907320410569752.

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Part I

Games

Outline

Chapter 1. Hole in One: Library Services on the Green

Chapter 2. Passing Go: Utilizing Gamification to Introduce New Students to the Libraries

Chapter 3. Breakout the Library: Using Escape Room Concepts to Teach and Assess the First-Year Library Orientation Experience

Chapter 4. New Tactics for Orientation: Using Gamification to Connect and Engage Students

Chapter 5. Play Day at UTS Library: Engaging Students With Fun and Serious Play

Chapter 6. Orientation as Exploration: Video Game Training Modules as a Model for Learning by Discovery

Chapter 7. Connecting New Freshmen With the Library: People, Places, and Problem Solving

Chapter 1

Hole in One

Library Services on the Green

Vicki M. Palmer     Longwood University, Farmville, VA, United States

Abstract

This chapter explains how a do-it-yourself mini golf course was used to create an interactive orientation event at Longwood University's Greenwood Library. The main goal of the event was to promote a positive, first-time experience for incoming freshmen, introducing them to the Library's services while navigating the building. Greenwood Library partnered with two other campus organizations Lancer Productions and Fraternity Life & Sorority Life, to plan a Tailgate with the Lancers party as part of the four-day welcome event for the Fall semester known as New Lancer Days. This chapter covers the planning, execution, and the assessment of the event.

Chapter Themes

Games; Partnerships; Tours

About Longwood University

Longwood University is a 4-year public liberal arts institution, located in Farmville, Virginia. It was founded in 1839 as a women's teaching college. Today, Longwood is a coed