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Ask me anything, library edition: trends in library questions from new undergraduate students.

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Bibliographic Details
Title:	Ask me anything, library edition: trends in library questions from new undergraduate students.
Authors:	Ferer, Elise¹ (AUTHOR) eferer@binghamton.edu
Source:	Reference Services Review. 2026, Vol. 54 Issue 2, p163-177. 15p.
Subjects:	Library research, Library outreach programs, Educational support, Access to information, Research skills, Library orientation, Undergraduates, Information literacy
Abstract:	Purpose: This study was designed to better understand the needs of undergraduate students as they begin to use our library. Librarians had been asking students for their questions about libraries and library research and wished to systematically review the results to better understand these students and to design more effective instruction and outreach programs. Design/methodology/approach: In this study, librarians gathered the questions that undergraduate students shared when prompted to do so at the beginning of one-shot instruction sessions in two introductory courses. These questions were coded using an in vivo method of coding to identify themes and trends that can be applied to library instruction and outreach. Findings: Students were concerned about access to resources, types of library resources, searching for resources and library locations, among other things. Additionally, the questions were separated into courses with an assignment requiring research and courses without in order to seek clarity around student questions about libraries and research. Practical implications: Librarians can use this information to direct their own work with traditionally aged undergraduate students. Others may replicate this approach with their own student populations in order to direct instruction and outreach activities. Originality/value: Many instruction and outreach librarians base their activities on anecdotal evidence with undergraduate students or what they assume that this group wants to know. This study takes a structured approach to this work that can be replicated by others. This systematic approach removes the bias that may exist in anecdotal data that librarians gather as they work with undergraduate students. [ABSTRACT FROM AUTHOR]
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Database:	Engineering Source

Description
Abstract:	Purpose: This study was designed to better understand the needs of undergraduate students as they begin to use our library. Librarians had been asking students for their questions about libraries and library research and wished to systematically review the results to better understand these students and to design more effective instruction and outreach programs. Design/methodology/approach: In this study, librarians gathered the questions that undergraduate students shared when prompted to do so at the beginning of one-shot instruction sessions in two introductory courses. These questions were coded using an in vivo method of coding to identify themes and trends that can be applied to library instruction and outreach. Findings: Students were concerned about access to resources, types of library resources, searching for resources and library locations, among other things. Additionally, the questions were separated into courses with an assignment requiring research and courses without in order to seek clarity around student questions about libraries and research. Practical implications: Librarians can use this information to direct their own work with traditionally aged undergraduate students. Others may replicate this approach with their own student populations in order to direct instruction and outreach activities. Originality/value: Many instruction and outreach librarians base their activities on anecdotal evidence with undergraduate students or what they assume that this group wants to know. This study takes a structured approach to this work that can be replicated by others. This systematic approach removes the bias that may exist in anecdotal data that librarians gather as they work with undergraduate students. [ABSTRACT FROM AUTHOR]
ISSN:	00907324