Research Strategies 20 (2007) 284–299

Teaching to the whole student: Building best practices forcollaboration between libraries and student services

Deborah Tenofsky

University of Cincinnati, Head of Reference and Instructional Services, 401C Langsam Library,Cincinnati, OH 45221-0033, USA

Available online 14 February 2007

Abstract

Universities are experiencing changes in the expectations of first-year students. These students aremembers of theMillennial generation, whose expectations of college life and support services differ fromgenerations of the past. This article will discuss how to integrate the library into the lives of the first-yearstudents to create a holistic instruction program. It will review the literature for examples of thecharacteristics of the Millennial generation and how libraries have changed instruction to fit thesestudents' needs. It will highlight the best practices in collaboration between the University of CincinnatiLibraries and campus support services that meet the students' expectations and the goals of the libraryand the university. The article demonstrates ways that other libraries can collaborate with their campusservices to create a holistic approach to the students' first-year experience and provides severalassessment tools and methods that can be used to strengthen collaborations and instruction programs.© 2006 Elsevier Inc. All rights reserved.

Keywords: Academic libraries; Library instruction; Millennials; First-year experience; Student services

1. Introduction

Most of the students entering college today were born in the mid to late 1980s and differsignificantly from the generation of students who preceded them, typically referred to as“Generation X.” Generation X students were characterized as goal driven, seeking pragmaticoutcomes; for example, they attended college for professional credentials, not necessarily to

E-mail address: tenofsdg@uc.edu.

0734-3310/$ - see front matter © 2006 Elsevier Inc. All rights reserved.doi:10.1016/j.resstr.2006.12.023

285D. Tenofsky / Research Strategies 20 (2007) 284–299

become lifelong learners. “Millennials,” on the other hand, are described as the possible “next,great generation” (Howe & Strauss, 2003, p. iii). They are characterized as team oriented,highly motivated, and respectful of authority. Their expectations of college are high. Theybelieve colleges and universities should not only educate, but also nurture and guide. In orderto succeed at this, institutions will need to continue developing programs that focus oneducating the “whole student,” e.g., creating a seamless learning environment encompassingboth classroom life and residence hall life. Over the past decade, institutions of highereducation have emphasized collaboration between academic and student service units oncampus. Libraries, too, are positioning themselves to play key roles in these collaborativeefforts in order to meet the expectations of the Millennial students.

The University Libraries, University of Cincinnati (UL), created a holistic approach tomeeting the expectations of the Millennial first-year students. University Libraries' instructionprogram taught to the whole first-year experience starting with prospective students who werein high school and ending with course-integrated information literacy instruction. In order toachieve the goals of the program, UL developed substantive collaborative efforts with severalkey support services on the University of Cincinnati (UC) campus.

2. Literature review: best practices in library and student services

This literature review focuses on defining the attributes of the Millennial generation anddescribing the library's role in instructing first-year students. Starting in the late 1990s, articlesbegan to appear in the literature anticipating the coming of the Millennials (also referred to as“Generation Y,” or the “Net Generation”). Many authors displayed concern of the incomingstudents and their expectations of college. DiGilio, Lynn-Nelson, and Reis (2004), forexample, summed up the thoughts of a variety of authors: “If we start now, we will be readynot only for the Millennials, but the generations that will follow them. Time is truly of theessence and is certainly on our side” (p. 20).

2.1. Millennial characteristics

In 1998, Don Tapscott (1998) wrote a book, Growing Up Digital, which identified severalcharacteristics associated with the Millennials. Tapscott interviewed children and adults abouttheir viewpoints and use of technology, and concluded that “these kids are learning, playing,communicating, working, and creating communities very differently than their parents. Theyare a force for social transformation” (p. 2). He argued that society must “listen to our children”(p. 305) and adapt according to their needs and experiences in order to gain from theirextraordinary talents.

Howe and Strauss (2000, 2003) developed the current descriptions of the Millennials inMillennials Rising: The Next Great Generation and Millennials Go to College. In theseworks, Howe and Strauss describe the Millennials as having seven key characteristics:Millennials are: “special, sheltered, confident, team-oriented, conventional, pressured, andachieving” (2003, pp. 51–52). Howe and Strauss (2003) argue that these students “are beginning

286 D. Tenofsky / Research Strategies 20 (2007) 284–299

to manifest a wide array of positive social habits that older Americans no longer associate withyouth, including a new focus on teamwork, achievement, modesty, and good conduct” (p. 14).

Oblinger and Oblinger (2005) build on this work in Educating the Net Generation, whichfocuses on technology and its relation to teaching Millennial students. In the introduction, theauthors describe students' use of technology as, “simply a means to an end” (p. 1.3). Ramaleyand Zia echo Howe and Strauss by focusing on the learning characteristics of these students,summarizing that “virtually all those who study the Net Generation believe that theirpreference for experiential, hands-on learning is a distinguishing characteristic” (p. 1.3). Inchapter 10, Wager describes how campus support services could improve to meet the needs ofthe Net Generation by strengthening the relationship between the service providers andtechnologists and using technology wisely (p. 10.17).

Lippincott describes how libraries could enhance their services to meet these students'needs and emphasizes that students' desire to use Google instead of library resources sayssomething about their preferences. Lippincott notes that it will be important to become “morecognizant of Net Gen students' reliance on visual cues in using the Internet and build Webpages that are more visually oriented” (p. 13.3).

Lippincott proposes ways that libraries could improve services by “making use of theimagination, creativity, technical skills, and perspectives of Net Gen students” (p. 13.9). Sheconcludes that librarians should merge the students' technology skills with best practices fromlibrary pedagogy to provide rich college experiences and develop lifelong learners (p. 13.13).

Jukes (2005) argues that students today differ from students in the past, and that professorsneed to change their teaching styles to meet emergent learning needs (p. 25).

2.2. First-year experience

Gardner, Barefoot, andUpcraft havewritten extensively on the first-year experience. Upcraftand Gardner published the seminal book on the first-year experience, Freshman YearExperience: Helping Students Survive and Succeed in College (Upcraft, Gardner, &Associates,1989). In Upcraft, Gardner, and Barefoot's (2005) most recent collection, Challenging andSupporting the First-Year Student: A Handbook for Improving the First Year of College, theyhighlight how student service programs can improve student learning and satisfaction withcollege life. One chapter of the book, written by Watts, specifically discusses how the libraryreached out to support students in the classroom. Watts describes “the place of the library”within the first-year experience, and provides recommendations that librarians can use “to makethe library central to the educational experience of first-year students” (p. 352).Watts concludesthat “course-integrated instruction with information-seeking process is a necessity… to becomelifelong learners” (p. 355), and that librarians should be at the center of campus programs aimedat fostering an environment that challenges and supports first-year students (p. 355).

Another valuable resource for first-year materials, maintained by Gardner, Barefoot andUpcraft, is the University of South Carolina's National Resource Center for the First-YearExperience and Students in Transition (National Resource Center for the First-Year Experienceand Students in Transition, 2002–2006). This institution's Web site (http://www.sc.edu/fye/)acts as a vast resource for first-year experience materials.

287D. Tenofsky / Research Strategies 20 (2007) 284–299

2.3. Millennials and library instruction

There is a growing interest among librarians in learning to design instruction amenable toMillennial students. Regalado (2003) describes how librarians played a role in buildingconfidence in college students' lives. Gardner and Eng (2005) report on the changing functionof the academic library based on Generation Y user feedback. More specifically, instructionlibrarians are producing articles applying the Millennial characteristics to course-integratedinstruction. Manuel (2002) wrote that “it behooves librarianship to acknowledge andaccommodate Generation Y's learning style preferences, as well as their worldviews, earlierrather than later” (p. 196). Wilson (2004) applies elements of effective teaching to thecharacteristics of Millennials. Holliday and Qin (2004) use the characteristics and pedagogicalmethods to study undergraduates' information retrieval skills. They found that students usedonline resources as their primary means of researching, which only allowed them to retrievebasic information. If librarians continued to apply process-oriented or critical thinkingpedagogies to instruction sessions, then students could move beyond their first hits anddiscover the additional wealth of library resources and services (p. 366).

3. Discussion

The University of Cincinnati Libraries were instrumental in creating collaborations acrossthe UC campus. Librarians sought out key players on campus in order to create meaningfulpartnerships. Librarians were striving to meet the goals of UL and UC with an emphasis ondeveloping student-centered programs.

In 2003, UL staff created the University Libraries' Strategic Plan 2003–2005 (UniversityLibraries, 2003). The overarching message behind the Strategic Plan was enhancing ULservices and resources to meet users' needs. This unified and pivotal message of improvingquality service embraced all work at UL. With this foundation, when UL staff formulatedcollaborative efforts on campus they were using similar language and working toward the goalof high quality service.

In 2004, UC launched UC|21 (Office of the Present, University of Cincinnati, 2004), theUniversity of Cincinnati's strategic plan. It consisted of six goals, including placing students atthe center. UC|21 gave more strength to the holistic approach. Academic and support servicesaround UC renewed their commitments to the students, especially those in their first year.

3.1. Provost's Office and first-year experience

The University Libraries maintain an extraordinary relationship with the Provost's Office atUC. Several librarians have consistently worked in very close collaboration with individualvice provosts on a regular basis. This allows for a high level of campus administrative support.

The provosts understood the library needed to be an active player in order to have asuccessful first-year experience program, thus they instituted a first-year experience programat UC, including UL hiring a first-year experience librarian, creating an Information Commons

288 D. Tenofsky / Research Strategies 20 (2007) 284–299

that instituted peer-to-peer instruction, and solidifying ties to the newly formed First-YearExperience and Lifelong Learning Department. In 2003, librarians and a Provost presented apanel session at the 11th National ACRL Conference (Bailey, 2003) on the relationshipbetween librarians and the first-year experience. Provost Linda Cain noted in the presentationthat, “It takes a campus to educate a student,” and she urged librarians to look at their roles aseducators who have a lot to contribute (para. 12).

These efforts became the foundation for UL's holistic first-year experience instructionprogram. In 2000, UL librarians taught approximately 200 first-year experience students. In2004, UL librarians taught over 2,000 students enrolled in approximately 100 first-yearexperience sections from five different departments' courses. The goals of the programevolved from advertising library services to integrating critical thinking pedagogies intocourse-integrated instruction sessions that improved student learning and developed lifelonglearners. The program continues to grow and is seen to have a very comprehensive approach.

3.2. Prospective students

The holistic experience for students starts even before they attend UC. UL collaborated withthe Office of Admissions to orient prospective high school students to the university. Librarystaff hosted tables at information fairs and orientations and these sessions proved to be avaluable experience for the library and for students: on one occasion, a prospective student andher father left the session and came to the library for a personal tour. This exampledemonstrates how UL was able to make a large university small and exceeded the expectationsof this Millennial student, and hopefully many others.

3.3. New student orientation

New Student Orientation is a vital and collaborative effort related to first-year students. In2003, UL contacted the Orientation Services Department, University of CincinnatiInformation Technologies Department (UCit), and the Office of Admissions to strengthenUL's role in new student orientation. As a result, UL built a vibrant and robust orientationprogram that included educating approximately 4,000 students each year.

Orientation, Admissions, UCit, and UL formed a partnership to orient incoming students tolibrary and technology resources. The program divided the large group of three hundredstudents into four smaller groups who move through several short mini-sessions, including anintroduction to library services, a live chat session, an introduction to library resources, a tourof the library stacks, and a hands-on e-mail and Blackboard session. The goals of orientationwere simple: UL is a friendly place, UL has friendly staff who can answer questions, and ULhas resources that will meet your research needs. These goals acted as a cornerstone thatlibrarians used to build the rest of the first-year experience.

The collaborations created from new student orientation acted as a springboard for otherorientation collaborations, for example, transfer and distance education student orientations. In2005, UL collaborated with the Office of Transfer and Lifelong Learning and added transferorientations to the orientation schedule. It was felt that transfer students never gained specific

289D. Tenofsky / Research Strategies 20 (2007) 284–299

knowledge of UC libraries, even though they might have gone through an orientation at theirfirst institution. Although the sessions were shorter the students received the same informationas the incoming first-year students.

3.4. Course-integrated instruction

Once new students started school, UL continued the holistic experience through first-yearexperience and college success skills courses. UL worked with the First-Year Experience andLifelong Learning Department and several academic departments to create extensive libraryinstruction sessions for these courses. UL staff taught approximately one hundred of thesesessions in an average fall quarter. The library assignments in these sessions were based onteam building exercises that meshed with the Millennial learning styles. Through this methodstudents learned basics of library research and terminology, including Boolean operators andsearch strategies.

In addition to the first-year experience courses, UL staff taught English Composition sectionsand many other subject related classes. The goals for these sessions were more advanced thanthose in the first-year experience courses. Students were expected to search for resources in avariety of databases, to evaluate the resources, and to organize them into their research papers.Many of the English Composition presentations incorporated problem-based learningtechniques that utilized the preferred teamwork learning style of the Millennials. Librarianscollaborated with the Center for the Enhancement of Teaching and Learning to educate facultyand other staff members on the best practices of problem-based learning as it related to thelibrary. The course-integrated library sessions contributed significantly to this holistic approach.

4. Suggestions for gaining successful collaborations

The suggestions below are based on strategies that proved valuable to our success at UL.These are not put in any rank order, and librarians can apply any or all of them as necessary forindividual institutions.

4.1. Creating a unified library message

One of the advantages at UL was the Strategic Plan. This allowed all of the librarians tospeak with one unified message. A unified message reassured the campus community that thelibrary was serious, committed, and willing to move forward with collaborative efforts. Even ifa library does not create a strategic plan, librarians can meet together to craft a common set ofunderstandings or goals for the instruction program.

4.2. Be proactive and use all staff resources

University Libraries did not wait for the institution to come to the library. Library staff wereproactive and sought out key partners on campus. This did not mean that all staff members

290 D. Tenofsky / Research Strategies 20 (2007) 284–299

must be at every table, but each staff member used their connections to leverage meaningfulcollaborations. Library staff communicated regularly regarding collaborative efforts thatallowed staff to be aware and knowledgeable of the progress of the partnerships.

4.3. Position librarians in key places

Several librarians at UL were masters at positioning themselves with the key players oncampus, including the Deans of Colleges and the Provost Office. These librarians knew thepolitical culture of the institution. They were aware of which initiatives were on the horizonand who was involved with those projects and were invited to planning meetings, andvolunteered to serve on committees to foster initiatives. This outreach initiative proved to beone of the most valuable when fostering new collaborative efforts.

4.4. Work with existing collaborations and start small

One of the best strategies was to start with the successful collaborations that existed in thelibrary. Instruction staff identified who were the major stakeholders in the instructionprogram and created new initiatives based on those relationships. Once those pieces weresuccessful, librarians brought in more and more partnerships and created the holisticprogram.

4.5. Be student centered

Expectations on college campuses changed based upon Millennial students' desire to beself-reliant using technology, their ability to work in groups, and their need be guidedthrough their campus experience. In order to have a successful first-year experience program,libraries had to transform services, including instruction, to being student centered.Librarians, for example, incorporated more group activities into course-integrated instructionsessions.

5. Assessment

University Libraries applied a number of assessment tools and methods that assisted in theevolution of the first-year instruction program. These methods, typically subject toInstitutional Review Board approval, provided a means to gather valuable information fromlibrary users in order to analyze, to evaluate, and to improve the quality of service provided tothem.

5.1. Use existing resources

The library relied on data gathered by the Orientation Services Department. Each year thisdepartment surveys all of the students who attend new student orientation. One section of the

291D. Tenofsky / Research Strategies 20 (2007) 284–299

survey asked questions related to the library portion of orientation. University Librariesreceived very high praise for orientation.

5.2. Use existing groups

Since 2002, the University of Cincinnati Libraries has participated in undergraduateorientation for new freshmen. UL orients approximately 3,700 students each summer aboutlibrary services and resources. It was critical to gather information on these students'satisfaction with the orientation sessions in order to continually adapt library services to meettheir needs.

In 2005, UL created an anonymous, four-question Web-based survey usingSurveyMonkey (http://www.surveymonkey.com). The survey was brief in order to fitinto the mini-session time slot and to not overburden the students. The survey wasconducted from June through August 2005. One quarter of the students who attended theorientation library sessions were asked to complete the survey (570 students completed thesurvey) (Appendix A).

The survey results found that students enjoyed the UCit section of orientation the most(35.4%) and the Student Technology Resource Center second (29.1%). These two sessionsincluded interactive components as well as fast-paced, colorful videos, which may be onefactor in the high rating. The students rated self-checkout as the most useful resource inorientation (43.2%). Librarians were puzzled by the response to this service, but in relationto Millennial student descriptors such as self-reliance and technology savvy this madesense—it was an interactive service that they could control themselves. They wanted toknow more about general library services and resources, multimedia resources, and campusinformation. The survey provided the library with many useful comments that will beincorporated into next year's orientation session, e.g., “allow time for an interactive usewith the programs in order for us to get a feel for how it works before starting college”.

5.3. Debriefing with staff

At the end of each orientation session the library and UCit staff held a debrief pizzalunch to discuss the accomplishments and challenges of that year's orientation. Staffanswered the questions, “what worked” and “what needs improvement” during orientation.Staff identified many aspects of the orientation session that were positive and neededchange; for example, UL staff stated that students liked the chat classroom seating;librarians noticed that students paid more attention and responded well to movement andinteraction. This feedback was incorporated into the other suggestions from the surveys toimprove the program.

5.4. Course-integrated instruction

The University Libraries' Instructional Program aims to teach students to make effective useof information sources and systems. Each year librarians in the program teach approximately

292 D. Tenofsky / Research Strategies 20 (2007) 284–299

13,000 students. Many of these sessions reach undergraduate students taking first-yearexperience courses in the fields of Criminal Justice, Human Services, Education, and Arts andSciences. Librarians create and distribute pre- and post-test survey instruments in these first-year courses. These instruments have been administered each fall quarter since 2003 toapproximately 800 students. The tests were administered on paper and were anonymous. Thepre-test was given by the professor before the students attended their library session, and thepost-test was taken at the end of their second library session. The tests investigated thestudents' ability to understand and retain specific library terminology and search strategies(Appendix B).

Results from Fall 2004 indicated that 56% of the Arts and Sciences students passed thepre-test and 76% past the post-test (a 20% increase between tests), and 55% of theCollege of Education, Criminal Justice, and Human Services passed the pre-test and 70%of them passed the post-test (a 15% increase). Thus, a significant number of studentsincreased their library knowledge due to the UL course-integrated instruction sessions(Appendix C).

Students were given evaluations at the end of several English Composition librarysessions. These assessment tools were designed to evaluate the quality of library instructionand the overall satisfaction with the session as well as to gather some information on howwell the students learned the material. These evaluations were used to improve teaching andto improve the English Composition instruction sessions.

6. Conclusion

Millennials may possess characteristics and expectations far different from pastgenerations. Some of the characteristics assigned to this generation include computerliterate, team oriented, and self-assured. Many will text message their friends, watchtelevision, listen to music, and complete their homework all at the same time. They maywant to be entertained and visually stimulated, otherwise they grow bored and disinterested.Many of these characteristics stun and amaze their parents and professors whose lives tend tomove at a slower pace. However, if universities want to educate and retain these students,then campus culture and teaching pedagogies will need to evolve to meet the Millennials'requirements.

Librarians can make a difference in these students' lives. They are educators who have anunderstanding of both faculty and students and are willing to be flexible and to improveservices and teaching based on feedback from the students. As Millennials and otherconstituents expect higher expectations from higher education, it is important that librarians“be at the table” on campus-wide initiatives. Library work is associated with goodorganizational and communication skills that foster exceptional campus collaborations andlibrarians can assist in creating a seamless transfer of information across the university. Thesecollaborations will benefit not only the library and the students, but also the institution with itsretention efforts. Librarians are pivotal in this digital age to helping establish a campus-wideset of instructional services for all.

293D. Tenofsky / Research Strategies 20 (2007) 284–299

Acknowledgments

The author would like to thank James Krusling for his work with the first-year experiencecourse coordination and pre- and post-test assessment, and Katie Kallmeyer for editing assistance.

Appendix A. University of Cincinnati University Libraries Orientation Survey

1. What part of this orientation was most useful to you? (Choose as many as apply)□ Circulation□ Resources□ Chat with a Librarian□ Student Technology Resources Center□ UCit□ Library Tour□ Other (please specify)

2. What library service or resource will be of most use to you? (Choose as many as apply)□ Self-Checkout□ Multiple library locations□ Adding money to Bearcat Card□ Printing□ Chat with a Librarian□ Multimedia Resources□ Student Technology Resource Center (STRC)□ Where to get help□ Locations of books and magazines□ Computer access□ Computer account information□ Other (please specify)

3. What would you like to know more about?4. How could we improve the University Libraries/UCit orientation to better suit your needs?

Appendix B. University of Cincinnati University Libraries Pre- and Post-Tests

FYE Research Skills Survey—Pre-evaluation

1. Books in a college library are normally located through the use of:

A. The card catalogB. Periodical indexesC. Printed lists which are updated each monthD. An online library catalog

294 D. Tenofsky / Research Strategies 20 (2007) 284–299

2. A place in a library staffed by someone who answers questions and provides help inusing the library, conducting research, and locating information is:

A. A reference deskB. A computer labC. A periodicals roomD. A security office

3. Choose the most accurate statement:

A. All information is available on the InternetB. The Internet contains a mix of information of varying qualityC. The Internet contains mainly popular information sourcesD. The Internet contains nothing of value

4. Where is the best place to begin research on a term paper?

A. In the book stacksB. In the periodical departmentC. In the reserve collectionD. In the reference collection

5. Which would you normally not find listed in a library catalog?

A. A bookB. An articleC. A government documentD. A video

6. Anything you find on the Internet is yours for the taking.

____ TRUE____ FALSE

7. The most accurate statement about Boolean operators is:

A. They retrieve information by responding to infrared commandsB. They manage the switchboard in college librariesC. They are words like: AND, OR, and NOT which are designed to limit or broaden a search.D. They are replacements for the old card catalogs

295D. Tenofsky / Research Strategies 20 (2007) 284–299

8. When performing a search in an Internet Search Engine which of the following shouldretrieve the most results:

A. election OR presidentialB. election AND presidentialC. election NOT presidential

9. To find articles in periodicals you will use:

A. A library catalogB. A printed or online indexC. An encyclopediaD. An Internet search engine

10. Which of these would be a citation to a journal article?

A. Smith, R. Bones. New York: Big Press, 1999.B. Smith, R. “Bones.” Paleoanthropology 10.1 (1999): 34–66C. Smith, R. Bones.org. 6 Nov. 1999 <http://www.bones.org/>D. Smith, R. Bones. 1999: Unpublished manuscript.

11. Performing a subject search in a library catalog is likely to produce the same results as akeyword search.

____ True____ False

12. Which of the following is not a feature of OhioLINK:

A. It is an online central catalog of the holdings of member librariesB. It links libraries from all around the countryC. It provides online access to research and reference databasesD. Its services are available only to faculty, students and staff of OhioLINK participating institutions

FYE Research Skills Survey—Post-evaluation

1. Books in a college library are normally located through the use of:

A. The card catalogB. Periodical indexesC. Printed lists which are updated each monthD. An online library catalog

296 D. Tenofsky / Research Strategies 20 (2007) 284–299

2. A place in a library staffed by someone who answers questions and provides help inusing the library, conducting research, and locating information is:

A. A reference deskB. A computer labC. A periodicals roomD. A security office

3. Choose the most accurate statement:

A. All information is available on the InternetB. The Internet contains a mix of information of varying qualityC. The Internet contains mainly popular information sourcesD. The Internet contains nothing of value

4. Where is the best place to begin research on a term paper?

A. In the book stacksB. In the periodical departmentC. In the reserve collectionD. In the reference collection

5. Which would you normally not find listed in a library catalog?

A. A bookB. An articleC. A government documentD. A video

6. Anything you find on the Internet is yours for the taking.

____ TRUE____ FALSE

7. The most accurate statement about Boolean operators is:

A. They retrieve information by responding to infrared commandsB. They manage the switchboard in college librariesC. They are words like: AND, OR, and NOT which are designed to limit or broaden a search.D. They are replacements for the old card catalogs

297D. Tenofsky / Research Strategies 20 (2007) 284–299

8. When performing a search in an Internet Search Engine which of the following shouldretrieve the most results:

A. election OR presidentialB. election AND presidentialC. election NOT presidential

9. To find articles in periodicals you will use:

A. A library catalogB. A printed or online indexC. An encyclopediaD. An Internet search engine

10. Which of these would be a citation to a journal article?

A. Smith, R. Bones. New York: Big Press, 1999.B. Smith, R. “Bones.” Paleoanthropology 10.1 (1999): 34–66C. Smith, R. Bones.org. 6 Nov. 1999 <http://www.bones.org/>D. Smith, R. Bones. 1999: Unpublished manuscript.

11. Performing a subject search in a library catalog is likely to produce the same results as akeyword search.

____ True____ False

12. Which of the following is not a feature of OhioLINK:

A. It is an online central catalog of the holdings of member librariesB. It links libraries from all around the countryC. It provides online access to research and reference databasesD. Its services are available only to faculty, students and staff of OhioLINK participating institutions

Comments:

298 D. Tenofsky / Research Strategies 20 (2007) 284–299

Appendix C. Information Literacy Instruction Assessment: Survey Results

References

Bailey, V. (2003). Libraries and the first-year experience. C&RL News, 64(6). Retrieved September 23, 2005, fromhttp://www.ala.org/ala/acrl/acrlpubs/crlnews/backissues2003/june4/learningmake.htm

DiGilio, J. J., Lynn-Nelson, G., Reis, R. M. (2004). The millennial invasion: Are you ready? Information OutlookWashington, 8(11), 15–16, 18–20.

Gardner, S., & Eng, S. (2005). What students want: Generation Yand the changing function of the academic library.Portal: Libraries and the Academy, 5(3), 405−420. Retrieved September 8, 2005, from Project MUSE.

Holliday, W., & Qin, L. (2004). Understanding the millennials: Updating our knowledge about students. ReferenceServices Review, 32(4), 356−366.

Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York: Vintage Books.Howe, N., & Strauss, W. (2003). Millennials go to college. Great Falls, VA: American Association of Registrars

and Admissions Officers and LifeCourse Associates.

299D. Tenofsky / Research Strategies 20 (2007) 284–299

Jukes, I. (2005). Understanding digital kids (DKs): Teaching and learning in the new digital landscape. TheInfoSavvy Group. Retrieved October 23, 2005, from http://www.thecommittedsardine.net/infosavvy/education/handouts/it.pdf

Manuel, K. (2002). Teaching information literacy to Generation Y. Journal of Library Administration, 36(1/2),195−217.

National Resource Center for the First-Year Experience and Students in Transition. (2002–2006). RetrievedSeptember 23, 2005, from http://www.sc.edu/first-year_experience/index.html

Oblinger, D. G, & Oblinger, J. L. (2005). Educating the net generation. Boulder, CO: EDUCAUSE RetrievedOctober 15, 2005, from netLibrary.

Office of the President, University of Cincinnati. (2004). UC|21 at a glance [Brochure]. Cincinnati: University ofCincinnati.

Regalado, M. (2003). Competence, confidence, and connections: Aiding the transition to college. College andUndergraduate Libraries, 10(2), 89−97.

Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill.University Libraries, University of Cincinnati. (2003). University Libraries' strategic plan 2003–2005. Cincinnati:

University of Cincinnati.Upcraft, M. L., Gardner J. N., & Associates. (1989). The freshmen year experience: Helping students survive and

succeed in college. San Francisco: Jossey-Bass.Upcraft, M. L., Gardner, J. N., & Barefoot, B. O. (2005). Challenging and supporting the first-year student: A

handbook for improving the first year of college. San Francisco: Jossey-Bass.Wilson, M. E. (2004). Teaching, learning, and millennial students. New Directions for Student Services, 2004(106),

59−71.