Faculty response to LibGuides has been overwhelmingly positive.
Creating LibGuides for subjects and for specific classes and assignments has enriched the relationship we have with teaching faculty. We have discovered several unexpected benefits as we have designed a LibGuide for a specific class or assignment.
- Faculty colleagues are surprised and gratified that we are taking such an interest in their class as we design a course-specific LibGuide for them. They are more willing to discuss their expectations for research assignments and to collaborate on our shared information literacy objectives.
- As a LibGuide is built around a syllabus or assignment, the librarian develops an increased awareness of the class objectives, which further enhances our reference service.
- A well-designed LibGuide will point to suggested resources that support an assignment. As we’ve searched for appropriate sources to include, we’ve discovered unexpected gaps in our collection. We have been able to respond quickly, ordering books before the library instruction session.
- LibGuides allow for more efficient use of class time. Embedded videos, surveys and instruction at the point-of-need speed up the instruction process, freeing up more class time for discussion and hands-on searching.
- Librarians have an option to add several editors to a particular LibGuide. Faculty with editorial privileges can make additions or revisions to support their own curriculum. Students and faculty can always enter suggestions via the Comment link or Suggest a Resource link on a LibGuide page