8 Library Services for Online Patrons colleges are gathering already so you do not need to duplicate any efforts. You do not necessarily need to have individual names aggregate data is often enough to give you a good picture. This is also an opportunity for you to fi nd out if you can insert some questions about the library into a preexisting sur- vey. For example, the organization or individual departments may give an exit survey to graduating students. This could be an opportunity to add a question or two about library usage and perceptions of the library. The kind of data you may be able to fi nd will vary and may be limited based on the policies of the institutions. Some examples of data are: Student demographics: age, location, status, courses they are taking. Instructor data: status, title, location. Course data: who is teaching these courses, and what is the level of courses? Tutorials or learning module usage. Website usage: If there is a website for online learners, what usage data is being gathered? How is it available? Surveys done by online or distance education programs or departments. Information literacy attainment: Has anyone done any evaluation of online learners’ information literacy skills? Case Study: Developing a Needs Assessment Survey for Online Users Erin McArthur, MLIS, Online Learning Librarian Joe Pirillo, MLIS, MEd, Information Literacy/Online Learning Librarian Polk Library, University of Wisconsin-Oshkosh At Polk Library at the University of Wisconsin-Oshkosh, we are commit- ted to implementing fl exible information instruction programs that improve student information literacy and critical thinking skills. This commitment includes developing proactive support for online students and faculty. While our online learning services provided information lit- eracy instruction in a variety of formats and venues online, we knew we could do better at proactively identifying our users’ needs. None of the recent LibQUAL+ surveys our library conducted had differentiated between students in traditional on-campus programs and online users. Also, we had never conducted a library survey that sought input from both online students and instructors. In order to set new goals for our online learning services, we knew we needed to assess the current needs of all our online users.
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