If You Build It, They Will Get a Tote Bag: Reimagining a University Library's Workshops through a Collaborative Incentive Program
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| Title: | If You Build It, They Will Get a Tote Bag: Reimagining a University Library's Workshops through a Collaborative Incentive Program |
|---|---|
| Language: | English |
| Authors: | Kelly Marie Blanchat (ORCID |
| Source: | portal: Libraries and the Academy. 2025 25(1):35-53. |
| Availability: | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Libraries, Incentives, Library Instruction, Workshops, Universities, Cooperation, Librarians, Interdisciplinary Approach, Partnerships in Education, Cost Effectiveness, Program Descriptions, Educational Quality |
| Geographic Terms: | Connecticut (New Haven) |
| DOI: | 10.1353/pla.2025.a950007 |
| ISSN: | 1531-2542 1530-7131 |
| Abstract: | Three Yale University librarians from different departments collaborated on a Workshop Incentive Program to increase library workshop attendance, streamline outreach, and strengthen partnerships. While badging and gamification initiatives are widely used in academic libraries for outreach purposes, there are few examples of incentive programs for optional library workshops, including those that are cumulative and material. This article presents a case study example of an academic library that incentivized workshop participation through low-cost prizes, aiming to fill this gap. The authors of the study share the challenges and successes of the program as well as recommendations for libraries that are considering a similar initiative. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463041 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGnYhS2j83Y4s945-qA14eHAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJ_PAda6D79ZILZAAAIBEICBm05yhtkMR96XTbVGiXHlQ1_oHuBw-zFDjS7C6Mkiblm3za8S6PlsBZsRoyCLHuveUrQPRVhkQ9esLm8KGfrZj4xBUNQ3o24rcgdXtcuVgju8R4ezrf7MK8gipKEIS-osEvirkcF5qHbNtT76A0yRd1v1EZYURxy_IDo99R-u3vVtQp9UcreaL8GAvpK96Dvs6Wk4UvsFJuEi_4UE Text: Availability: 1 Value: <anid>AN0182769305;f9n01jan.25;2025Feb06.01:39;v2.2.500</anid> <title id="AN0182769305-1">If You Build It, They Will Get a Tote Bag: Reimagining a University Library's Workshops Through a Collaborative Incentive Program </title> <sbt id="AN0182769305-2">Introduction</sbt> <p>Three Yale University librarians from different departments collaborated on a Workshop Incentive Program to increase library workshop attendance, streamline outreach, and strengthen partnerships. While badging and gamification initiatives are widely used in academic libraries for outreach purposes, there are few examples of incentive programs for optional library workshops, including those that are cumulative and material. This article presents a case study example of an academic library that incentivized workshop participation through low-cost prizes, aiming to fill this gap. The authors of the study share the challenges and successes of the program as well as recommendations for libraries that are considering a similar initiative.</p> <p>On Yale's campus, students carrying a tote bag inscribed with "Yale Library" are representing more than school pride. They are also signaling their participation in the library's Workshop Incentive Program (see Figure 1). As any of the over five hundred library staff can attest, Yale University Library (Yale Library) is a large and complicated library system, comprised of more than a dozen libraries, including libraries for specific populations and fields of study. Some of those libraries were involved in developing the Workshop Incentive Program described here: the Robert B. Haas Family Arts Library, the Marx Science and Social Science Library, and Bass Library, Yale's undergraduate library.[<reflink idref="bib1" id="ref1">1</reflink>] Each library works individually on collection development, instruction, and outreach for their specific users, as well as collectively via library committees and initiatives to centrally fund resources.</p> <p>Graph</p> <p>As a result of these layers of institutional complexity, many different librarians host optional workshops to introduce students to library services, collections, and research techniques. Though workshops are advertised on the library's central workshop calendar, hosted on Springshare's LibCal platform, each library provides outreach for their individual programs. The library's workshop calendar is an example of a central initiative that is utilized broadly throughout Yale Library. However, the decentralized nature of the programming among distinct library units has historically led to inconsistencies in workshop branding, descriptions, and promotion efforts. As a result, a unified approach to outreach for library workshops was challenging to nonexistent.</p> <p>Though inconsistencies on the workshop calendar had been known for a while, it was not until the library closed during the COVID-19 pandemic—when all in-person workshops were moved online and workshops experienced a sharp increase in engagement—that the authors began thinking strategically about how to strengthen internal collaborations to cross-promote library workshops. When the campus reopened in fall of 2021, an opportunity arose to build on the momentum of library engagement by distributing material rewards, and the idea for the Workshop Incentive Program was born.</p> <p>With the goal of increasing cross-promotion, strengthening partnerships, and engaging with more students, the program has been an overall success, with a few challenges along the way. This article outlines details of the Workshop Incentive Program, highlighting key takeaways and outcomes, as well as next steps for the program. By sharing the discoveries from this program, the authors hope to inspire other libraries to adapt and rethink their workshop programs.</p> <hd id="AN0182769305-3">Case Study: Yale Library's Workshop Incentive Program</hd> <p>There is ample literature on the use of social motivations to encourage students to attend library workshops, and the use of gamification to engage with students has been a notable trend in academic libraries for some time.[<reflink idref="bib2" id="ref2">2</reflink>] When students returned to Yale's campus following the COVID-19 pandemic closures, and campus activities competed for their attention, the authors opted to apply concepts from both digital badging and gaming to offer a material reward highlighting the library's workshop program. This material reward was intended to be a bridge between continued online learning and a return to the physical library.</p> <p>Adding this element of fun to library workshops was important, but to gain competitive ground academically, the authors also had to ensure that library workshops were providing high-quality material to support student coursework and research. Since quantity does not correspond to quality, the library's central workshop calendar needed a programmatic review and editing before any incentive program could launch. An agile redesign of the workshop program could map to curricular needs by connecting learning objectives to Yale courses. As Eleonora Dubicki discovered in her study, "creating a brand image for the library as the primary information resource in the university community was seen as an important component of the promotional plans."[<reflink idref="bib3" id="ref3">3</reflink>] The incentive program acted as the catalyst to strengthen collaborations across disparate libraries and aimed to enhance the library's brand in a fun and engaging way for students.</p> <p>As a first step, it was easy to identify the existing workshops that covered similar topics but included varied titles and descriptions. For instance, both Bass Library and Marx Library hosted Zotero workshops with titles ranging in structure and casing, from "Introduction to Zotero: a citation manager," "Introduction to Zotero (online workshop)," to "(Online) Introduction to Zotero: a citation manager" (see Figure 2). These stylistic variations could be confusing for users, especially for workshops that have broad appeal, and could disincentivize engagement. This seeming repetition was also indicative of a larger problem: these workshops, though similar, were truly unique and not based on uniform learning objectives. Therefore, identifying library units that were already hosting similar workshops was an easy way to launch the process to streamline titles, descriptions, <emph>and</emph> learning objectives.</p> <p>Conversations with workshop hosts led to an opportunity to develop a standard scaffolding framework for single and multi-part workshops, along with language that anyone could apply to future event descriptions. For instance, the numerous variations of "Introduction to Zotero" became "First Steps with Zotero," so that the advanced Zotero workshop could have a stronger signal as "Next Steps with Zotero." The scaffolded learning objectives, both those agreed upon internally and those displayed outwardly in event descriptions, ensured users could easily select and move between "First Steps" and "Next Steps" no matter who hosted the initial workshop (see Figure 3).</p> <p>Graph</p> <p>Graph</p> <p>Next, from the high-level review of the workshop calendar, three workshop tracks quickly emerged: "Research Lifecycle," "Citation Management," and "Visual Literacy." Examples of the workshops that were placed within each category follow:</p> <p></p> <ulist> <item> • Research lifecycle workshops:</item> <p></p> <item> • Let's Find Books for Class</item> <p></p> <item> • How to Find Scholarly Articles</item> <p></p> <item> • Advanced Search Techniques</item> <p></p> <item> • Reading Strategies for Writing Papers</item> <p></p> <item> • Demystifying the Literature Review</item> <p></p> <item> • Choosing a Journal for Publication of a Paper</item> <p></p> <item> • Citation management workshops:</item> <p></p> <item> • First Steps with Zotero</item> <p></p> <item> • Second Steps with Zotero</item> <p></p> <item> • Introduction to EndNote Online</item> <p></p> <item> • Bib Your TeX: Citation Tools for LaTeX and Overleaf Users</item> <p></p> <item> • Visual literacy workshops:</item> <p></p> <item> • 30 Minutes to a Better Selfie</item> <p></p> <item> • Boost Your Google Image Searches</item> <p></p> <item> • Critical Image Analysis: Sourcing High Quality Images for Publication</item> </ulist> <p>This series development aimed for making stronger connections to student coursework and research. Further, by making workshop development a collaborative process individual sessions within each series could be hosted by any library so that for students it was a seamless, coherent experience.</p> <p>With a unified look and feel that included clear, consistent learning objectives, it was time to finalize the plans for the incentive program, the idea that started it all. The "rule of three" was the agreed-upon basis for the number of workshop attendances that would be required to receive a prize. Two workshops did not feel complete, and four felt like too many, especially for students who are already overcommitted. Any student who met the qualifications would be eligible to receive a Yale Library tote bag. Tours and wellness events would not count toward the program, due to logistics with tracking attendance at larger in-person events. These parameters were added to a LibGuide, which served as a central place to describe the program for stakeholders, ranging from students to library staff.[<reflink idref="bib4" id="ref4">4</reflink>] Standard footer text for workshop event descriptions was also developed, including a list of other relevant workshops, information about librarian consultations, and a link to the LibGuide, to reinforce scaffolded learning objectives for multi-part workshops while also cross-promoting library services:</p> <p>Students interested in this workshop might also be interested in "How to Find Scholarly Articles" and "Demystifying the Literature Review." For individual support, reach out to your Personal Librarian [link] or Subject Specialist Librarian [link].</p> <p>Any student who attends at least 3 library workshops this semester will be eligible to receive a Yale Library tote bag. Learn more about the Workshop Incentive Program [link].</p> <p>Lastly, marketing the program to students involved employing strategies from the business world. Ina Fourie and Liezl Ball considered how libraries might learn from library vendors to engage users with library collections and services; they argued "one way of achieving this is to appeal to the serious and entertainment nature of consumers' lives."[<reflink idref="bib5" id="ref5">5</reflink>] As a result, our student-centered communication included Instagram reels with popular culture references, as well as print and digital posters, highlighting the physical reward with humor alongside the utility of library workshops based on timeliness with the academic calendar.</p> <p>For internal outreach, the authors stressed the importance of recording individual attendance for the workshops. The authors sent regular reminders to colleagues through the library's internal listserv and checked in with individuals twice per semester before data was retrieved from LibCal. Qualifying students received an email announcing their prize, first at midterms and again before finals. The two points of contact for the program provided additional outreach, especially if a student was already attending workshops but unaware of the incentive program. Lastly, a list of student names was provided to the library service desk for prize distribution (see Appendix A).[<reflink idref="bib6" id="ref6">6</reflink>] Overall, the workshop incentive program has been a success, but implementation did not occur without lessons and challenges.</p> <p>Graph</p> <p>Graph</p> <hd id="AN0182769305-4">Data &amp; Outcomes</hd> <p>Between fall of 2021 and fall, 2023, a period representing five cycles of the Workshop Incentive Program, 148 students attended three or more workshops in a single semester and qualified for a prize.[<reflink idref="bib7" id="ref7">7</reflink>] An additional 191 students attended at least two workshops, and 903 students attended one workshop. Figure 4 elaborates on the number of students who attended one to three or more workshops for each semester.</p> <p>When looking further into the cumulative student attendance data, there is a substantial decrease between students who attended two and three workshops, with a long tail of students who attended between four and twelve workshops (Figure 5). While this data supports a decision to keep the prize qualifier at three workshops, there is no evidence to indicate that students who attended three or more workshops benefited more, in terms of learning, from taking part in a defined workshop series. Attendance data from the spring 2023 workshops show that many students who attended only two workshops received as much of a scaffolded, coherent series as the students who attended three or more workshops (see Appendix B). For instance, Student N qualified for a prize with five workshops attended and engaged with two predefined series: "Research Lifecycle" with Demystifying the Literature Review, How to Find Scholarly Articles, and Reading Strategies for Writing Papers, and "Citation Management" with First Steps with Zotero and Next Steps with Zotero (see Table 1). Meanwhile, neither Student C nor Student F qualified for a prize or completed a predefined series, but for each student's sequence informed a meaningful research task: Student C attended How to Find Scholarly Articles and Introduction to EndNote Online, and Student F attended Advanced Search Techniques and Zotero for LaTeX Users.</p> <p>Disjointed series participation may be a result of a variety of factors, including the broad audience for the library's workshop calendar, students' specific goals, scheduling conflicts, or because library workshops are not required, to name a few. Despite efforts to develop scaffolded workshop series, Yale Library's workshops are still largely a "choose your own adventure" experience. Data derived from series attendance does demonstrate a need to continue internal partnerships to develop uniform learning outcomes. Considering, again, the workshops attended by the three sample students mentioned, the "Research Lifecycle'' and "Citation Management" series are distinct, but there is some evidence to support clear scaffolding for workshops covering foundational skills, then moving into citation management workshops, and beyond.</p> <p>Graph</p> <p>Graph</p> <p>During the first five semesters of the program, there were also 3,925 individual registrations with no attendance data. This figure remains a driving force behind the incentive program's goals to increase student engagement and internal coordination. The number is also a challenge to interpret because it could represent students who registered for a workshop and did not attend <emph>or</emph> students who missed data entry. To understand the "no attendance" data better they were reviewed against overall workshop attendance, instead of against the cumulative figures for prize considerations (see Table 2).</p> <p>Anecdotally, about one-third to one-half of registrants will attend any given workshop, an assumption that is also demonstrated in the overall attendance percentages from the Workshop Incentive Program (see Figure 6). However, it is more than likely that the percentage of actual attendance is higher than the data show because, despite workflows and best efforts, not all attendance is being tracked. Even as-is, the current attendance percentages help to demonstrate the overall value of the library's workshop program <emph>beyond</emph> the Workshop Incentive Program, with targets for program improvement. After all, a registration, even without corresponding attendance, indicates an initial interest.</p> <p>Graph</p> <p>The five semesters of data collected so far is a good start, but it does not demonstrate absolute success of either the library's workshop program or the Workshop Incentive Program. Having workshop attendance data at all—Yale Library did not track attendance before the incentive program—demonstrates initial success at coordinating librarians in a large library system. Moving forward, librarians can assess their individual workshops within a unified program foundation.</p> <hd id="AN0182769305-5">Program Challenges</hd> <p>Though there were documented plans to identify and contact qualifying attendees based on registration data, in practice, streamlining attendance workflows for workshop hosts across multiple libraries proved to be more challenging than anticipated. For instance, LibCal provides user-friendly tools to advertise events, create custom registration forms, and mark attendance, but adding actual attendance data requires manual input. However, with some added organized effort the process can be easier. First, online workshop attendance data can be added retroactively by cross-referencing Zoom usage reports with LibCal registrations.[<reflink idref="bib8" id="ref8">8</reflink>] Then, LibCal data can be imported into Excel for conditional formatting and pivot tables to identify qualifying students. By analyzing data only twice per semester—before midterms and again before finals—these added efforts are manageable.</p> <p>After the first semester of the program, some students were surprised—but excited!—to learn that they would receive a prize. This situation, albeit disappointing, opened two opportunities for additional, personalized outreach. First, template language was developed so that any student who did not attend a workshop would receive a message within 48 hours providing the option to register for an alternative workshop date with a reminder about the Workshop Incentive Program (see Appendix A). This message could be distributed through LibCal event management, and multiple students could receive the same message at once. Triggering this communication is a manual, however, and to date not every workshop host has adopted the practice, underscoring the challenge of universal buy-in within a large library system.</p> <p>While any demonstrated lack of awareness is disappointing, all feedback from students has been positive. There have also been times when students, immediately after attending their third workshop, reached out to inquire about their prize. In these cases, individual registration data was verified, and students were offered a prize early. Similarly, if a student followed up to correct their attendance data, individual registration data was verified and, when appropriate, students were offered a prize. These examples of case-by-case exceptions again show the limitations of less-than-universal buy-in within a large library system.</p> <p>There are new measures in place to ensure continued engagement with the program, such as alternative prizes—a Yale Library water bottle—for students who qualify over multiple semesters. The data collected thus far has helped to demonstrate the value of the program, which made the case for additional funding. In general, the goal of the program described here is not to reach one hundred percent attendance, but rather to give students an eas<emph>ier</emph> and fun—way to engage with a unified workshop program.</p> <hd id="AN0182769305-6">Reproducibility</hd> <p>For any library, big or small, interested in centralizing workshops or developing an incentive program, essential tools and workflows include:</p> <p></p> <ulist> <item> • Program Design &amp; Goals First, determine which aspect of library workshops and events to coordinate or improve. Talk with colleagues about their experiences to help pinpoint key areas for improvement, conversations which can also facilitate finding collaborators. Then, set goals, but start small. For the Workshop Incentive Program, the initial goal to unify the library's workshop titles and descriptions became a well-loved, multi-library effort that is still growing, four years later.</item> <p></p> <item> • Event Management Software The most popular event registration software in libraries is, by far, SpringShare's LibCal.[<reflink idref="bib9" id="ref9">9</reflink>] Aside from being able to integrate into a library's website, a huge benefit of SpringShare is that its other programs, including LibWizard for surveys and LibGuides for related information, are interoperable within event descriptions and pre- and post-event communications.[<reflink idref="bib10" id="ref10">10</reflink>] If SpringShare's LibCal is not available, alternatives include freemium event management systems (EMS) such as EventBrite.[<reflink idref="bib11" id="ref11">11</reflink>] Many universities also have their own event software that a library could adopt, such as CampusGroups, which could provide an even higher level of centralization.[<reflink idref="bib12" id="ref12">12</reflink>] Then, if an incentive program is desired, the software will need to be able to track individual registration and attendance, as well as distribute reminder and follow-up emails.</item> <p></p> <item> • Data Analysis Data can be used to evaluate program engagement based on goals, as well as to identify qualifying students for an incentive program. The data analysis will be informed using the event management software in place. In the case of the Workshop Incentive Program, LibCal enabled an export of all registration and attendance data for specific time periods, which could be imported into Excel to analyze further. Once a method of data analysis has been identified, decide how and when the data will be retrieved and analyzed. Be sure to draft a simple data management plan, even as a "Read Me" file, to ensure that any data are analyzed consistently and in line with the library's policies around user privacy.</item> <p></p> <item> • Outreach Plan: Internal &amp; External The success of any collaboration or outreach initiative will be predicated on buy-in from library administration, colleagues, and library users. Internal outreach can range from informal to formal conversations with administration and department heads, to regular reminder emails to library staff about program availability. Then, for external outreach, a central website that describes the program can be marketed with a mix of print and digital outreach vehicles. For the Workshop Incentive Program, the LibGuide served as the central program description; marketing templates included links to this within the workshop descriptions. Further, print flyers advertised the program and included call-out boxes and QR codes. Social media posts and videos heightened student awareness and also included links to the LibGuide and workshop calendar.</item> </ulist> <p>Then, identify the key moments in time when library users will interact with workshops or the incentive program and develop template language. For instance, a workshop program and an incentive program will need a mechanism to provide registration confirmations and reminders, and incentive program participants will need to be notified about their prize. Consistency is key for external outreach, and template language will ensure that a centralized program has a unified voice, no matter the size of the library.</p> <p></p> <ulist> <item> • Documentation With all the functional pieces in place—event registration, data management, and outreach plans—robust and flexible internal documentation will ensure that any program has structural oversight and longevity. Choose a digital, but private, space to document workflows, save template language and store program data.</item> <p></p> <item> • Funding Finally, determine how much funding is available now and in the future. If future funding is unknown, it can be helpful to refer to a program as a pilot, both internally and externally, to manage expectations for all parties involved. For instance, a pilot can indicate to administration that more data will be provided after an initial period, and for users the word pilot can indicate temporality, in case a program or a prize is not offered in the future. For the Workshop Incentive Program, the first year of the program operated as a pilot, after which point data were used to demonstrate the program's value. This enabled restocking the supply of custom tote bags and adding water bottle prize option. Further, prizes do not need to be big or expensive. Before making a funding request, use previous experience and any existing data to estimate how much money will be needed for a variety of price points and scenarios. For instance, custom tote bags can range from $1 to $10 or more each, depending on style and quantity. If historic data indicate that one hundred participants could qualify for a prize, a funding ask for $100 versus $1,000 is very different, but important to describe. Also consider that material incentives can range from tote bags and stress balls to pizza parties and exclusive tours. Many libraries have existing swag that can be incorporated or reused to initiate an incentive program, especially during a pilot period.</item> </ulist> <p>The Workshop Incentive program led to increased workshop attendance, streamlined outreach, and strengthened library partnerships, which were all goals set at the beginning of the program. While there were challenges along the way, the success of the Workshop Incentive Program can largely be attributed to the collaborative nature of the project, bringing together three librarians with shared goals and a willingness to adapt and be flexible as challenges arose. Going forward, the groundwork is set for continued development of the program.</p> <p>For any library interested in a similar project, the authors welcome questions and comments. Information about the program and up-to-date contact information can be found at guides.library.yale.edu/WorkshopIncentiveProgram.</p> <p>If You Build It, They Will Get a Tote Bag:Reimagining a University Library's Workshops Through a Collaborative Incentive Program</p> <hd id="AN0182769305-7">Acknowledgments</hd> <p>The authors would like to thank the students who participated in the workshop incentive program, and who continue to participate in and attend library workshops. There is a sea of Yale Library tote bags around campus thanks to the students and library staff who taught workshops and tracked attendance. Thanks especially to Rashelle Nagar and Heather Gendron for their feedback and suggestions on early drafts of the article.</p> <hd id="AN0182769305-8">Appendix A. Sample Emails to Workshop Participants</hd> <p> <bold>Subject</bold>: Prize from Yale Library's Workshop Incentive Program</p> <p> <bold>Message</bold>:</p> <p>Hello,</p> <p>Congratulations! You have attended at least 3 library workshops this semester, which means you are eligible to receive a <bold>FREE Yale Library tote bag</bold>. You can pick up your prize beginning today, Friday, December 8 at the Bass Library Service Desk. Please bring your Yale ID.</p> <p>About the Workshop Incentive Program: Any student who attends at least 3 library workshops in a single semester is eligible to receive a prize through the Library Workshop Incentive Program [link].</p> <p>If you have any questions about the program or about retrieving your prize, please email [email address].</p> <p> <bold>Subject</bold>: We missed you at "[workshop name]"</p> <p> <bold>Message</bold>:</p> <p>Hello,</p> <p>We're sorry you couldn't attend our recent workshop! We do have more workshops scheduled this semester. If you would like to register for a different session, please visit: schedule.yale.edu/calendar/instruction.</p> <p>As a reminder, any student who attends at least 3 library workshops this semester will be eligible to receive a FREE Yale Library tote bag. Learn more: guides.library.yale.edu/WorkshopIncentiveProgram.</p> <p> <bold>Subject</bold>: Update from Yale Library's Workshop Incentive Program</p> <p> <bold>Message</bold>:</p> <p>Hello,</p> <p>Thank you for participating in the library's workshop program this semester! We hope these workshops have been helpful.</p> <p>Any student who attends at least 3 library workshops (excluding tours, lectures and drop-in events like Latte with a Librarian) is eligible to receive a <bold>FREE Yale Library tote bag</bold> through the Library Workshop Incentive Program [link].</p> <p>Our records show that you have attended 2 workshops this semester, which means that you are one away from a prize! If you believe that you have attended 3 or more workshops, please reply to this email and let us know which library workshops you attended.</p> <p>If you have any questions, please email [email address].</p> <p>Graph: Appendix B. Workshop Series Attended, Spring 2023</p> <ref id="AN0182769305-9"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> A full list of Yale's libraries can be found at https://library.yale.edu/visit-and-study.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Bradford Lee Eden, <emph>Enhancing Teaching and Learning in the 21st-Century Academic Library: Successful Innovations That Make a Difference</emph> (Rowman &amp; Littlefield, 2015); Joseph Fanfarelli, Stephanie Vie, and Rudy McDaniel, "Understanding Digital Badges through Feedback, Reward, and Narrative: A Multidisciplinary Approach to Building Better Badges in Social Environments," <emph>Communication Design Quarterly</emph> 3, no. 3 (2015): 56–60, https://doi.org/10.1145/2792989.2792998; Emily Josephine Hurst, "Digital Badges: Beyond Learning Incentives," <emph>Journal of Electronic Resources in Medical Libraries</emph> 12, no. 3 (2015): 182–89, https://doi.org/10.1080/15424065.2015.1065661; Wendy Pothier, "Information Literacy Instruction and Online Learning: Making the Case for Incorporating Digital Badges," <emph>Journal of Library &amp; Information Services in Distance Learning</emph> 14, no 3–4 (2020): 266, https://doi.org/10.1080/1533290X.2021.1873893.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref3" type="bt">3</bibl> <bibtext> Eleonora Dubicki, "Business Students Chart a New Course for Promoting the University Library," <emph>College &amp; Undergraduate Libraries</emph> 16, no 2–3 (2009): 168.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref4" type="bt">4</bibl> <bibtext> "Library Workshop Incentive Program," Yale University Library, last modified February 29, 2024, guides.library.yale.edu/WorkshopIncentiveProgram.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref5" type="bt">5</bibl> <bibtext> Ina Fourie and Liezl Ball, "Promotional Strategies for Information Products and Services," <emph>Library Hi Tech</emph> 30, no. 4 (2012): 683–92, https://doi.org/10.1108/07378831211285130.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref6" type="bt">6</bibl> <bibtext> The list of students is only shared internally to verify tote bag distribution and is never connected to their library accounts or recorded anywhere.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref7" type="bt">7</bibl> <bibtext> This figure includes students, faculty, and university and library staff who have their individual attendance confirmed in LibCal by the workshop host, therefore the numbers are lower than actual attendance.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref8" type="bt">8</bibl> <bibtext> This process does not resolve attendance issues for all workshops since not all workshops are online, but it certainly helps.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref9" type="bt">9</bibl> <bibtext> "LibCal," SpringShare, accessed 15 March 2024, https://<ulink href="http://www.springshare.com/libcal">www.springshare.com/libcal</ulink>.</bibtext> </blist> <blist> <bibtext> "LibWizard," SpringShare, accessed 15 March 2024, https://springshare.com/libwizard; "LibGuides," SpringShare, accessed March 15, 2024, https://springshare.com/libguides.</bibtext> </blist> <blist> <bibtext> "Eventbrite," Eventbrite, accessed March 15, 2024, https://<ulink href="http://www.eventbrite.com">www.eventbrite.com</ulink>.</bibtext> </blist> <blist> <bibtext> "Campus Groups," Ready Education, accessed March 15, 2024, https://<ulink href="http://www.campusgroups.com/product/home">www.campusgroups.com/product/home</ulink>.</bibtext> </blist> </ref> <ref id="AN0182769305-10"> <title> REFERENCES </title> <blist> <bibtext> Bradford Lee Eden; Enhancing Teaching and Learning in the 21st-Century Academic Library: Successful Innovations That Make a Difference; 2015; Rowman &amp; Littlefield</bibtext> </blist> <blist> <bibtext> Joseph Fanfarelli; Stephanie Vie; Rudy McDaniel; Understanding Digital Badges through Feedback, Reward, and Narrative: A Multidisciplinary Approach to Building Better Badges in Social Environments; Communication Design Quarterly; 3; 3; 56; 2015</bibtext> </blist> <blist> <bibtext> Emily Josephine Hurst; Digital Badges: Beyond Learning Incentives; Journal of Electronic Resources in Medical Libraries; 12; 3; 182; 2015</bibtext> </blist> <blist> <bibtext> Wendy Pothier; Information Literacy Instruction and Online Learning: Making the Case for Incorporating Digital Badges; Journal of Library &amp; Information Services in Distance Learning; 14; 3–4; 2020</bibtext> </blist> <blist> <bibtext> Eleonora Dubicki; Business Students Chart a New Course for Promoting the University Library; College &amp; Undergraduate Libraries; 16; 2–3; 2009</bibtext> </blist> <blist> <bibtext> Ina Fourie; Liezl Ball; Promotional Strategies for Information Products and Services; Library Hi Tech; 30; 4; 683; 2012</bibtext> </blist> </ref> <aug> <p>By Kelly Marie Blanchat; Tess Colwell and Jennifer Snow</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Kelly Marie Blanchat is an instruction librarian at Bass Library, Yale University, email: kelly.</p> <p>Tess Colwell is the arts librarian for research services at the Robert B. Hass Family Arts Library, Yale University, email:</p> <p>Jennifer Snow is an instruction librarian at the Marx Science and Social Science Library, Yale University, email:</p> </aug> <nolink nlid="nl1" bibid="bib10" firstref="ref10"></nolink> <nolink nlid="nl2" bibid="bib11" firstref="ref11"></nolink> <nolink nlid="nl3" bibid="bib12" firstref="ref12"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: If You Build It, They Will Get a Tote Bag: Reimagining a University Library's Workshops through a Collaborative Incentive Program – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kelly+Marie+Blanchat%22">Kelly Marie Blanchat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2689-9758">0000-0003-2689-9758</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tess+Colwell%22">Tess Colwell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9977-9066">0000-0001-9977-9066</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Snow%22">Jennifer Snow</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-1367-609X">0009-0008-1367-609X</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22portal%3A+Libraries+and+the+Academy%22"><i>portal: Libraries and the Academy</i></searchLink>. 2025 25(1):35-53. – Name: Avail Label: Availability Group: Avail Data: Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: https://www.press.jhu.edu/journals/list – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Libraries%22">Academic Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Incentives%22">Incentives</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Instruction%22">Library Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Librarians%22">Librarians</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cost+Effectiveness%22">Cost Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Connecticut+%28New+Haven%29%22">Connecticut (New Haven)</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1353/pla.2025.a950007 – Name: ISSN Label: ISSN Group: ISSN Data: 1531-2542<br />1530-7131 – Name: Abstract Label: Abstract Group: Ab Data: Three Yale University librarians from different departments collaborated on a Workshop Incentive Program to increase library workshop attendance, streamline outreach, and strengthen partnerships. While badging and gamification initiatives are widely used in academic libraries for outreach purposes, there are few examples of incentive programs for optional library workshops, including those that are cumulative and material. This article presents a case study example of an academic library that incentivized workshop participation through low-cost prizes, aiming to fill this gap. The authors of the study share the challenges and successes of the program as well as recommendations for libraries that are considering a similar initiative. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1463041 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1353/pla.2025.a950007 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 35 Subjects: – SubjectFull: Academic Libraries Type: general – SubjectFull: Incentives Type: general – SubjectFull: Library Instruction Type: general – SubjectFull: Workshops Type: general – SubjectFull: Universities Type: general – SubjectFull: Cooperation Type: general – SubjectFull: Librarians Type: general – SubjectFull: Interdisciplinary Approach Type: general – SubjectFull: Partnerships in Education Type: general – SubjectFull: Cost Effectiveness Type: general – SubjectFull: Program Descriptions Type: general – SubjectFull: Educational Quality Type: general – SubjectFull: Connecticut (New Haven) Type: general Titles: – TitleFull: If You Build It, They Will Get a Tote Bag: Reimagining a University Library's Workshops through a Collaborative Incentive Program Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kelly Marie Blanchat – PersonEntity: Name: NameFull: Tess Colwell – PersonEntity: Name: NameFull: Jennifer Snow IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1531-2542 – Type: issn-electronic Value: 1530-7131 Numbering: – Type: volume Value: 25 – Type: issue Value: 1 Titles: – TitleFull: portal: Libraries and the Academy Type: main |
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