Ask me anything, library edition: trends in library questions from new undergraduate students.
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| 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] |
| Copyright of Reference Services Review is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 194143672 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Ask me anything, library edition: trends in library questions from new undergraduate students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ferer%2C+Elise%22">Ferer, Elise</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> eferer@binghamton.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reference+Services+Review%22">Reference Services Review</searchLink>. 2026, Vol. 54 Issue 2, p163-177. 15p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Library+research%22">Library research</searchLink><br /><searchLink fieldCode="DE" term="%22Library+outreach+programs%22">Library outreach programs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+information%22">Access to information</searchLink><br /><searchLink fieldCode="DE" term="%22Research+skills%22">Research skills</searchLink><br /><searchLink fieldCode="DE" term="%22Library+orientation%22">Library orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Information+literacy%22">Information literacy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reference Services Review is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=194143672 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 163 Subjects: – SubjectFull: Library research Type: general – SubjectFull: Library outreach programs Type: general – SubjectFull: Educational support Type: general – SubjectFull: Access to information Type: general – SubjectFull: Research skills Type: general – SubjectFull: Library orientation Type: general – SubjectFull: Undergraduates Type: general – SubjectFull: Information literacy Type: general Titles: – TitleFull: Ask me anything, library edition: trends in library questions from new undergraduate students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ferer, Elise IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00907324 Numbering: – Type: volume Value: 54 – Type: issue Value: 2 Titles: – TitleFull: Reference Services Review Type: main |
| ResultId | 1 |
