Rutgers University
DLI-II Faculty and Student Focus Group Report

July 20, 2004

Executive Summary

This executive summary provides an overview of the findings of a series of eight focus groups designed to help the Rutgers University Libraries plan strategic directions for the next five years. Five groups with a total of 40 faculty/administrators and three groups with a total of 30 students were conducted between April 21-April 30, 2004 at four sites.

Findings included the following:

• Across all faculty and student groups, participants:
  • Consistently expressed highly positive attitudes toward the RU Libraries and librarians.
  • Desired wireless services in the entire library buildings.
  • Desired more instruction in use of electronic resources (especially subject area databases/indexes).

Faculty Themes

• Concern that student's library skills are degrading because of Internet use.
• Need for library to play more of a role in educating students and community in critical evaluation of information sources.
• Importance of library as a welcoming and comfortable physical place with print collections as well as provider of remote access to electronic resources.
• Enthusiasm for the convenience/time saved in remote access to resources and for current awareness services (such as Table of Contents) pushed to desktop.
• Concern for the continued importance of quality print collections as well as electronic/media collections.
• Concern regarding the information explosion; sheer volume of information.
• Difficulty in keeping up with new resources/technology.

Areas of Faculty Consensus

• Information for research, grants and teaching is gotten from both print and electronic resources, online journals, databases and electronic journal indexes.
• They keep up with the tools and resources in discipline:
  • With difficulty, through journals in field, by serendipity, and by email.
• The ideal virtual library is envisioned as complete with everything full text (including retrospective works), more databases, fully integrated, easily navigated and searchable, and individually customized.
• Diminished use of library building because of electronic resources
• Usefulness of electronic course reserves.
• Mandatory library use instruction for all students in required English classes.

Student Themes

• Regard for the library as an important place on campus for students to get additional information for their courses and papers and to study.
• Need to designate quiet areas for students to conduct research and study.
• Need for more space/resources for student to work together in teams.
• Concern regarding security.

Areas of Student Consensus

• Students use the library:
  • As a place to study and as a source for book and journal information.
  • To access special collections.
  • For study rooms to work on group projects.
  • For access to computers, special services, reserve, ILL, and reference.
• Students noted that one or two instructors would emphasize the library.
• Google was mentioned as the first place for information.
• Need for assistance (including point-of-use instruction) for databases/indexes.
• Students were generally unaware of available services.
• Most had some instruction in using the library and found it quite valuable.
• Librarians were helpful when students asked for assistance.
• Remote use confusing when searching databases and IRIS.
• Students did not seem to have a common, shared knowledge of library resources.
• When asked how to improve the environment in the Libraries:
  • All groups mentioned their concern for security issues.
  • Comfortable furniture, quiet space, group study space, and better lighting.
• When asked what the libraries could change or do one new thing to make your work as a student easier and more effective:
  • Longer hours, more computers and more instruction in databases/indexes.
  • Easier way to connect to the library using remote access.
  • Better security.
  • More comfort (e.g., better furniture, improved lighting, coffee cafes).

Recommendations:

• Conduct a broader needs assessment survey to determine faculty preferences for training sessions.
• To help faculty keep up with new tools and resources, departmental liaisons should visit faculty departmental meetings to provide updates on electronic resources and should develop "Top 10 Resource Lists."
• Conduct usability tests with faculty to determine if the newly designed Web page is substantially more usable.
• Consider expanding number and variety of print handouts for orientation sessions and making these available on the Web.
• Heighten awareness of faculty to the need to include money for library resources (print and electronic) on all grant applications.
• Expand/promote virtual "Ask-A-Librarian" chat or email services.
• Need for added instruction (for students and faculty) on use of databases/ indexes.
• Need for more faculty involvement in library access and library use by integrating library resources in their courses and curricula.
• Need for increasing/improving remote access, printing capability, wireless services, and more computers in the libraries (circulating laptops as well as computer stations).
• Increased individual and group study/work space, quiet areas in each library.
• A genuine concern that security in the libraries be apparent and visible-even with additional video security cameras and additional security personnel.

Rutgers University DLI-II Faculty and Student Focus Group Report

Introduction

This report summarizes the results of eight focus groups conducted April 21-April 30, 2004. Five groups were composed of faculty and administrative staff and three were student groups. These focus groups were designed to help the RU Libraries plan their strategic directions for the next five years. All groups were lively and forthcoming. There was a high level of interaction among the participants with all contributing thoughtfully and openly. Focus group responses were captured by one note-taker per session and were also audio taped with all participants' permission. Marianne Gaunt, University Librarian, developed focus group questions in consultation with Dan O'Connor and Marie L. Radford. Marianne Gaunt was present for one focus group as an observer.

It is important to note that across all faculty and student groups, participants consistently expressed highly positive attitudes toward the RU Libraries and librarians. Faculty attending the focus groups were ethnically diverse, represented a broad spectrum of disciplines, academic ranks, and years of service to Rutgers. They repeatedly voiced pride in, praise for, and enthusiastic support for the Libraries. For example, when asked to describe the ideal virtual library, one faculty participant said: "Not too different from what we have now."

Student participants were also ethnically diverse, with a broad range of academic majors and levels (undergraduate and graduate). They regard the library as an important place on campus to get additional information for their course assignments and to study. Most students had some library use instruction and found it quite valuable. They noted that the librarians were helpful when asked for assistance and that the library was an important element of their education.

This report provides the results from the five faculty focus groups first, followed by the results of the three student groups. Appendices A and B contain complete focus group outlines.

Faculty Focus Group Description

Total Number of Focus Groups: 5
Dates: April 21-April 30, 2004
Participants: 40 total.
Gender: 18 female, 22 male.
Ethnicity: 32 Caucasian, 4 African American, 2 Asian, 2 Hispanic.
Locations: Alexander Library, New Brunswick; Dana Library, Newark (2 groups); Robeson Library, Camden, and the Library of Science and Medicine, Busch Campus.
Departments/Facilities Represented: Criminal Justice, Industrial & Systems Engineering, Cell Biology & Neuroscience, Pharmacy, Economics, Electrical & Computer Engineering, Modern Languages, Nursing, Visual & Performing Arts, English, Computer Science, Law, Mechanical & Aerospace Engineering, Biology, Business, Mathematics, Political Science, Chemistry, Social Work, Geology, Physics, SCILS, Information Science, Cellular & Biochemical Toxicology, Literacy Education, History, Food Science, Faculty Development & Assessment Program, Rutgers University Press.
Facilitators: Dan O'Connor, Bill Liepold, Joe Lopez, Marie L. Radford (2 groups).

Faculty Focus Group Questions

Focus group questions centered on three topics and seven subtopics (see Appendix A for the complete focus group outline):

Topic 1: The Library as a source of information and service.

1.1 Where do you get information for your research, grants or teaching?

1.2 How do you keep up with identifying and learning to use the tools and resources in your discipline?

1.3 Describe an ideal virtual library that put the information sources, tools, and services you need for your work at your fingertips?

Topic 2: The Library as a physical place.

2.1 How do you use the library now?

2.2 Describe your ideal physical library; for example, more rooms for collaborative work; expanded computer labs; wireless capability; meeting and program spaces, cafes, scanning services?

Topic 3: Libraries' Support for Instruction

3.1 How do your students get the information they need to complete your course? For example, do you make everything available through your course website; create a course pack; seek library instruction, etc.

3.2 What kind of library support would enhance student learning?

Faculty Focus Group Results

Focus group data were analyzed qualitatively with like answers grouped together. As perhaps expected, and as seen in the grouping of responses below, some topics elicited more consensus than others. Several general themes developed that continued to emerge throughout the focus group discussions regardless of the questions that were asked.

General Themes for Faculty

• Pride in, praise for, and positive attitude towards the RU libraries and librarians. For example, when asked to describe the ideal virtual library, one participant said: "Not too different from what we have now."
• Need for additional instruction in the use of library resources (especially electronic resources) for all levels: undergraduate, graduate, and faculty.
• Concern that student's library skills are degrading because of their use of the Internet and Google.
• Need for library to take a more active role in educating students and community in critical evaluation of information sources.
• Importance of library as a physical place with print collections as well as provider of remote access to electronic resources.
• Enthusiasm for the convenience/time saved in remote access to resources. One participant noted: "The Library goes with me wherever I go. I don't see it as a physical building anymore The Library is not a physical entity anymore."
• Deep concern for the continued importance of maintaining quality print collections as well as developing collections of electronic (and other forms of media) resources.
• Concern regarding the information explosion; how to cope with the sheer volume of information.
• Concern in keeping up with new resources and evolving technology.

Results for Faculty Topic 1: The Library as a source of information and service.

1.1 Where do you get information for your research, grants or teaching?

Consensus across all 5 groups:

• Both print and electronic resources are valuable.
• Online journals.
• Databases/electronic journal indexes.

Consensus across 3 groups:

• Internet (reputable sites).
• Print periodicals and books (including textbooks).

Consensus across 2 groups:

• Remote access to electronic resources.
• Colleagues.
• Table of Contents services from scholarly publishers.
• Library catalog (both frozen card catalog and online catalog).
• Professional organizations/meetings/conferences.
• Google search engine.

Additional responses from one or two participants within one group:

• Electronic preprints.
• Reserve material.
• Departmental liaison librarian.
• Bibliographies.
• Cable TV.
• Email Alerts (e.g., Ingenta).
• Research Office on campus.
• E-journals via RUL collection.

1.2 How do you keep up with identifying and learning to use the tools and resources in your discipline?

Consensus across 5 or 4 groups: None

Consensus across 3 groups:

• Journals in field.
• Accidentally/serendipity/"stumble on" Web sites.
• Email communication (1 group mentioned email from librarian liaison).

Consensus across 2 groups:

• Conferences.
• Colleagues (e.g., others who have taught same class).
• Continuous scanning of electronic resources (databases/indexes).

Additional responses from one or two participants within one group:

• Current awareness services.
• Internet.
• Listservs.
• Book publisher's catalogs.
• Bibliographies.
• Impossible to keep up.
• Self-learning.
• Advertisements for tools (such as software packages, new electronic products).

1.3 Describe an ideal virtual library that put the information sources, tools, and services you need for your work at your fingertips?

Consensus across 5 groups:

• Complete virtual library with everything full text (including ebooks, textbooks).
• Increase online subscriptions.
• Full integration (e.g., one comprehensive journal index across all subject fields with active links to citations, etc.).
• More retrospective works in full text.
• Easy navigation of web resources, few clicks.
• Individual customizing, full text resources pushed to desktop and Table of Contents services.
• Easier yet more sophisticated searching mechanisms (e.g., Amazon.com features).

Consensus across 2 groups:

• Music/images/multimedia content.
• Interactive capability (i.e., students/other schools/researchers/general public).

Additional responses from one or two participants within one group:

• Enlarge consortia arrangements to include all of NJ libraries and major NYC libraries. Transparent access from RUL to resources at other institutions.
• Open access format (i.e., no fee for service, no special software, no complicated rules).
• More real time "Ask a Librarian" information.
• 3-d holographic browsable library.
• Link between ILL to journal articles that are not available.
• Ability to link full text article back to the faculty Web page.
• Link to reference managing software in the faculty member's personal computer - for managing references to standardize format.

Results for Faculty Topic 2: The Library as a physical place.

2.1 How do you use the library now?

Consensus across 5 groups:

• Diminished use of library building because of the wealth of electronic resources (although individual members of each group emphatically stated that they do use the physical libraries often).

Consensus across 2 groups:

• To browse stacks/check out books.
• To pick up copies of Inter-Library Loans (ILLs).
• Concern for diminished use of library building by students.
• Concern for diminished book purchasing (need to provide same level of support for books as electronic resources).

Additional responses from one or two participants within one group:

• Using the library now for other reasons; non-traditional library use such as lectures or meetings.
• Displays.
• Utilize librarian liaison (departmental subject specialist).

2.2 Describe your ideal physical library; for example, more rooms for collaborative work; expanded computer labs; wireless capability; meeting and program spaces, cafes, scanning services?

Consensus across 5 groups: None

Consensus across 4 groups:

• Make entire library building wireless.

Consensus across 2 groups:

• Comfortable and attractive.
• Coffee shop/café (e.g., follow the Barnes and Nobel/Starbucks model).
• Want more reading and research spaces (including dedicated faculty only space).
• Easy access to current reading materials (e.g., newspapers, new books, recreational reading).
• More meeting rooms.
• More spaces for group work.
• Class space within library (small and large; smart classrooms).
• Nontraditional uses (e.g., museum, host for lectures, outdoor concerts, social place).
• Increase hours/after hours space.
• Computer concerns:
• More computer terminals.
• Ease of printing. Ability to send to a printer that works, and works quickly.
• More electrical outlets to make laptop use easier.
• More space/support for virtual access.

Results for Faculty Topic 3: Libraries' Support for Instruction

3.1 How do your students get the information they need to complete your course? For example, do you make everything available through your course website; create a course pack; seek library instruction, etc.

Consensus across 5 groups: None

Consensus across 4 groups:

• Electronic course reserves

Consensus across 2 groups:

• Textbooks.
• Web.
• Faculty Web page (with links to other resources, tools).
• Library use instruction.
• Students unable/unwilling to use the library.

Additional responses from one or two participants within one group:

• Web CT (e.g., Power Point presentations of Notes/Graphics).
• Email.
• Listserv (to send messages/broadcast information.

3.2 What kind of library support would enhance student learning?

Consensus across 5 or groups: None

Consensus across 4 groups:

• Mandatory library use library use instruction (e.g., incorporate into English 101 or 102 consistently, currently "spotty").

Additional responses from one or two participants within one group:

• Make remote electronic access less difficult for students.
• Follow the "Drexel model" to standardize hardware/software with multi-media.
• Provide additional handouts.
• Provide workshop schedule for problem students (e.g., plagiarism, citation form).
• Provide discipline specific workshops.
• Partner with librarians in teaching courses (e.g., bring librarians into class, beyond library use instruction).

Faculty Focus Group Recommendations

The results of the five faculty focus groups have much to offer by way of implications for the strategic planning process. These results lead to specific recommendations.

• Using these results as a basis, conduct a broader needs assessment survey to determine faculty preferences for training sessions on specific electronic resources, or on targeted topics
• Faculty are at a loss as to how to keep up with new tools and resources.
  • Explore more team teaching opportunities with librarians who could update faculty as well as students in ongoing instruction opportunities.
  • Departmental liaisons were mentioned by several groups as being effective in alerting faculty to current and updated resources.
    • Have them liaisons visit faculty departmental meetings on a regular basis to provide brief updates on electronic resources.
    • Liaisons could also develop "Top 10 Resource Lists" for keeping up to date in each department.
• Faculty found the RUL homepage to be cumbersome and difficult to navigate; as the Libraries have subsequently re-designed the Web site, conduct usability tests with faculty within a reasonable time period to determine if the new page is substantially more usable.
• Consider expanding number and variety of print handouts for orientation sessions and making these available on the Web as pdf files.
• Heighten awareness of faculty to the need to include money for library resources (print and electronic) on all grant applications.
• Expand/promote virtual "Ask-A-Librarian" chat or email service.

Student Focus Group Description

Total Number of Focus Groups: 3
Dates: April 21-April 30, 2004
Participants: 30 total.
Gender: 15 female, 15 male.
Ethnicity: 16 Caucasian, 10 African American, 3 Asian, 1 Hispanic,
Locations: Alexander Library, New Brunswick; Dana Library, Newark; Robeson Library, Camden.
Student Composition: Students came from all years of study from first-year through seniors plus graduate students. In all, there were 24 undergraduates and 6 graduate students. One student had a disability and mentioned this during the interview.
Major Represented: Political Science; English; Physical Therapy/Philosophy; Nursing; Pre-Med/Biology/ Electrical Engineering; Marketing/Psychology; Criminal Justice/Public Administration; Finance; Jazz History; Criminal Justice/Sociology; Psychology; Business (or pre-Business); Urban Studies; E-commerce; Accounting; Biology; Sociology; Psychology/Anthropology; Library and Information Science; Art History; Labor Relations.
Facilitators: Marie L. Radford (2 groups); Dan O'Connor (1 group).
Recorders: Julie Still; Jeris Cassel; Tom Glynn; Mary Beth Weber.

Student Focus Group Questions

Student focus group questions centered on five topics (see Appendix B for "Focus Group Outline and Questions for the Libraries' Strategic Plan: Students," item 5):

Topic 1: In a typical semester, describe how you use the Libraries-both physically and virtually.

Topic 2: Do any of your instructors make assignments that require that you find information resources above and beyond your textbooks or the assigned readings? If so, where do you go to get your information-research with library print collections and databases, Google, friends?

Topic 3: Have any of your instructors ever taken you to the libraries for an instruction session with a librarian or invited a librarian to your class? If so, was it very useful to your work? If you could have designed that assistance differently, what would you have changed?

Topic 4: If you wanted to improve the environment in the Libraries, what would you suggest and why?

Topic 5: If the Libraries could do one new thing or change something they now do (a collection, a service, or anything) to make your work as a student easier and more effective, what would it be?

Student Focus Group Results

Students addressed specific concerns during the various focus group sessions and they indicated that the library was an important element of their education. They pointed to the need to make the library more compatible with student needs by circulating laptops within the library building; allowing for quiet study areas; expanding the wireless network and allow printing from wireless laptops; create a café offering coffee, etc.; and, allow for specific instruction on how to use library databases and other resources. There was not a core consensus among the students but there were several areas where it would be expected that student participates would agree on the following general themes:

General Student Themes

• The library is regarded as an important place on campus for students to get additional information for their courses and papers and to study.
• The library needs to support instruction in use of library databases since not all students receive instruction in all subject areas. Responsibility for such instruction was discussed in terms of librarians and faculty classroom instructors. Some felt that specific point-of-use instruction would be desirable, especially when using the library's online databases.
• The library needs to designate quiet areas for students to conduct research and study. Such areas would not allow loud talking or the use of cell phones.
• The library could create more space for student to work together in teams with some support for appropriate resources to support this activity.
• Security was a concern, especially in Newark and Camden, although no students had experience any problems in safety or security. Nonetheless, video monitors were mentioned as technologies that would make students feel safer when using the libraries.

Results for Student Topic 1: In a typical semester, describe how you use the Libraries-both physically and virtually.

There was general consensus that the library was a valuable resource for students: both the physical library and the online, virtual library. This consensus included:

• Value of the library as a place to study.
• Importance of the library as a source for book and journal information (with refereed journals mentioned by several students).
• Use of special collections (e.g., art, jazz) as a valued aspect of library services.
• Use of study rooms to work on group projects.
• Importance of having computers available in the libraries.
• Importance of special services: reserve, interlibrary loan, reference.

Results for Student Topic 2: Do any of your instructors make assignments that require that you find information resources above and beyond your textbooks or the assigned readings? If so, where do you go to get your information-research with library print collections and databases, Google, friends?

• Students noted that one or two instructors would emphasize the library.
• Students commended the few times they had librarians instruct them in the use of library resources.
• Google was mentioned as the first place most student go for information.
• General need was expressed for specific assistance with library databases (such as EBSCOhost) indicating point-of-use instruction needed.
• Students were generally unaware of services now available ("How do I…" feature on library's web page; Ask-a-Librarian reference, etc.)

Results for Student Topic 3: Have any of your instructors ever taken you to the libraries for an instruction session with a librarian or invited a librarian to your class? If so, was it very useful to your work? If you could have designed that assistance differently, what would you have changed?

• Most of the students had some instruction in using the library and they found it quite valuable.
• Role of teaching faculty in terms of library instruction (or asking students to use the library) was unclear with students saying they knew faculty expected them to use the library but those same faculty were rarely specific about this requirement.
• Librarians were helpful when students asked for assistance.
• Remote use of library often got confusing when searching databases and IRIS.
• Some students felt that library instruction should be required in introductory English courses while others felt it should be integrated in all courses; there was not a consensus on how this might be accomplished.
• Students gave high praise to librarians when they taught particular classes, especially in specialized courses.
• Mentioned in several groups that even students in library and information science did not get instruction in use of library databases.
• Uncertainty by students in this area can be assumed to identify a need that students do not have a common, shared knowledge of library resources as a integral component of a core curriculum.

Results for Student Topic 4: If you wanted to improve the environment in the Libraries, what would you suggest and why?

• All groups mentioned their concern for security issues in the libraries although no individual had any negative experience in this area.
• Need for more comfortable furniture was mentioned by several students.
• Possibility of a café was mentioned.
• Need for quiet study space.
• Need for a place to do group assignments.
• Need for more consistent lighting in study and work areas.

Results for Student Topic 5: If the Libraries could do one new thing or change something they now do (a collection, a service, or anything) to make your work as a student easier and more effective, what would it be?

• Wireless services-to access all library and university resources.
• More computers in libraries.
• More instruction in databases and indexes.
• Easier way to connect to the library using remote access.
• Longer hours for branch libraries.
• Better furniture.
• Better security.

Student Focus Group Recommendations

The three student focus groups are not as productive in leading to strategic planning initiatives as the faculty focus groups were. This is understandable since the students tended to address immediate, specific concerns. Nonetheless, the students did provide valuable clues on their needs:

• Need for instruction on the use of databases and indexes with the possibility that point-of-use instruction might be appropriate when students are using particular databases.
• Need for more faculty involvement in library access and library use by integrating library resources in their courses and curricula. Students were unsure of the role of faculty and this, in itself, is a clue that this area needs to be focused on when developing strategic initiatives.
• Need for considering computer access from a student view: both in the library and through remote means. Students indicated that wireless access with print capabilities, available of circulating laptops, and easier remote connections would be beneficial to them when using the library.
• Concern for individual and group study/work space in each library.
• A genuine concern that security in the libraries be apparent and visible-even with additional video security cameras and additional security personnel.

Conclusion

Much valuable information has been gained by conducting these focus groups, which will be important in the strategic planning process of the Rutgers University Libraries. In addition, it should be noted that faculty and students demonstrated considerable interest and support for the libraries in taking time from their work and studies (during perhaps the busiest time of the semester) to enthusiastically participate in these groups.

APPENDIX A

Focus Group Outline and Questions for the Libraries' Strategic Plan

Faculty

1. Introduce yourself and do housekeeping-- food and drink available; help yourself over the course of the lunch discussion; eat and participate in the discussion

2. Ask members to introduce themselves

3. Purpose of the meeting

The purpose of this focus group is to help the Libraries plan their strategic directions for the next five years. There is no immediate pressure to change what they are doing because they still enjoy a reputation for service quality. But we all know that new information technologies, changes in the way faculty teach and do research, and new university collaborations, priorities and programs should impact how the Libraries shape their agenda regarding collections, services and facilities. As a result, we want to explore three areas with you in the next 90 minutes allocated to this session: the Library as a source of information and service, the library as a physical place, and library support for instruction.

4. Recorders- will be taking notes to be used in a summary report. There are a total of seven focus group meetings across the three campuses; some are with faculty, others with students. The reports will not ascribe any comments to particular individuals.

Topic 1: The Library as a source of information and service.

There are many sources of information both within the Libraries and outside the Libraries that can be useful to your work. As the Libraries plan for future collections and services, these need to be designed to make your work (teaching, research and service) easier. This could include making information more easy to locate and use, exploring ways to help you keep up with new tools in your disciplines, and examining areas for collection expansion, such as archives, media and data.

4 Where do you get information for your research, grants or teaching?

5 How do you keep up with identifying and learning to use the tools and resources in your discipline?

6 Describe an ideal virtual library that put the information sources, tools, and services you need for your work at your fingertips?

Topic 2: The Library as a physical place.

Library space has been reconfigured over the last ten years primarily to provide space for public access computers and electronic information. As we look to the next five years, we are interested in how the use of the physical library might change and how best to accommodate changing use patterns.

7 How do you use the library now?

8 Describe your ideal physical library; for example, more rooms for collaborative work; expanded computer labs; wireless capability; meeting and program spaces, cafes, scanning services?

Topic 3: Libraries' Support for Instruction

The Middle States Association's new standards for excellence lists information literacy as a learning outcome that institutions will need to assess. As the Libraries seek to support the curriculum and the way faculty teach, many options are open for how the libraries can support instruction and contribute towards the Middle States goals.

9 How do your students get the information they need to complete your course? For example, do you make everything available through your course website; create a course pack; seek library instruction, etc.

10 What kind of library support would enhance student learning?

APPENDIX B

Focus Group Outline and Questions for the Libraries' Strategic Plan

Students

1. Introduce yourself and do housekeeping-- food and drink available; help yourself over the course of the lunch discussion; eat and participate in the discussion

2. Ask members to introduce themselves

3. Purpose of the meeting:

The purpose of this focus group is to help the Libraries plan their strategic directions for the next five years. There is no immediate pressure to change what they are doing, but we all know that new information technologies, changes in the way faculty teach, and the university's new interests and directions, should have an impact on how the Libraries shape their agenda. I will be asking you six [sic] questions to help us understand the way you use the libraries now and what might be of interest to you in the future. The more the Libraries know about he way students work and study, the easier it will be to build collections and design services and spaces to meet your needs.

4. Recorders- will be taking notes to be used in a summary report. There are a total of seven focus group meetings across the three campuses; some are with faculty, others with students. The reports will not ascribe any comments to particular individuals.

5. Questions for Students

1. In a typical semester, describe how you use the Libraries-both physically and virtually.
2. Do any of your instructors make assignments that require that you find information resources above and beyond your textbooks or the assigned readings? If so, where do you go to get your information-research with library print collections and databases, Google, friends?
3. Have any of your instructors ever taken you to the libraries for an instruction session with a librarian or invited a librarian to your class? If so, was it very useful to your work? If you could have designed that assistance differently, what would you have changed?
4. If you wanted to improve the environment in the Libraries, what would you suggest and why?
5. If the Libraries could do one new thing or change something they now do (a collection, a service, or anything) to make your work as a student easier and more effective, what would it be?

4/20/04