4 Engaging Students through Campus Libraries reached. For the last ten years, most of our instructional efforts have been tied to library credit courses. We have four credit-bearing library courses in the catalog, each of which is designed for a specific audience. LIB 127: Information Literacy is taught both online and on campus, targeting pri- marily underprepared first-year students. LIB 307: Online Research: Tools, Techniques, and Strategies is taught only online and serves mainly nontraditional aged transfer students. It is skills based, orienting return- ing students to the contemporary academic library. The other two courses, LIB 327: Research Question Exploration and LIB 317: Business Research, are not currently being offered due to staffing limitations. In addition to credit-bearing courses, we have subject liaisons who do course-integrated instruction both face-to-face and online. We define course-integrated instruction as library or information literacy instruc- tion that is customized to a particular course or assignment, as compared to a broad library orientation or generic introduction to library resources. Face-to-face instruction usually means one-shot database sessions, and online instruction usually entails online research guides with content based on the needs of courses. We had been increasing the number of offerings of library credit courses due to demand and encouragement by certain programs, but the workload required prevented some librarians from doing as much course-integrated instruction as we would like. Because our courses are not required, we were also not able to reach as many students. Partnership with Student Affairs A student success coordinator was hired in 2014. Having recently determined that course-integrated instruction is where library faculty wanted to focus our efforts, librarians took advantage of the opportunity to partner with the new coordinator. Together we proposed a new first- year seminar with a strong information literacy component. Our proposal called for the elimination of the existing one-credit first-year seminar, replacing it with a three-credit course under a new prefix and title (UNI 101: University Studies). Librarian workload would be accommodated by reducing the number of sections offered of LIB 127, a credit-bearing infor- mation literacy course, so the change would not require additional fund- ing or staffing from the library. Library faculty, in consultation with the library director, would determine when and how frequently to offer library courses. The sections of LIB 127 that were excluded came from my schedule and one of the reference librarians. She and I took on the new workload for UNI 101.
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