ACRL College & Research Libraries News

College & Research Libraries News

Marketing library instruction to adults

By Patricia Weaver

Patricia Weaver, formerly acting head of reference and business reference librarian at Saint Joseph 's University, is head librarian of Woodland Library at Penn State University’s Abington College; e-mail: pxw21@Spsu.edu

Offering library instruction not connected to a particular course can be like having a party to which nobody comes. Potential attendees often sign up for classes with the best of intentions; but as time passes, the classes seem to lose priority among the myriad of responsibilities and commitments that adult students must deal with on a daily basis.

Five years ago, the Francis A. Drexel Library at Saint Joseph’s University (SJU) decided to offer two Electronic Database Sessions at the beginning of each semester for incoming MBA students in order to introduce them to the wide variety of electronic resources available in their subject area. Knowing that my potential audience consisted mainly of adults with hectic schedules, I decided to approach the task from the perspective of profit-conscious service organizations by: 1) advertising using a personal approach that places tangible value on the service being offered, 2) offering the service at convenient days and times, and 3) using good follow-up techniques to ensure that our “customers” followed through.

A personal approach

The University’s Administrative Computing Department helped me merge a form letter with student name and address files so that a personalized letter could be created on university letterhead for each new MBA student. In the letter, I informed students that since research plays a large role in their education at SJU, our library offers special instruction sessions to acquaint them with the kinds of electronic resources relevant to their studies and to help take some of the mystery out of database searching. Each letter was individually signed, which gave me the opportunity to be sure that the computer printed an appropriate greeting following the address.

Convenience stressed

Sessions were offered on nights when the largest number of students would be on campus. The 50-minute classes were scheduled one hour before most MBA classes began—or ten minutes after early evening classes ended—so that students didn’t need to make a special trip to campus. In addition, the letter stated that I would remain in the library after each session to answer questions or help students begin using the equipment.

A flyer/reservation form that could be mailed or faxed to the library was enclosed with every letter. In addition, the reference desk telephone number and my e-mail address were listed in the letter so that students could make reservations in the manner most convenient to them. (Most tended to call in or fax their responses.) The flyer was designed to contain relevant information from the letter that could be posted on a bulletin board or refrigerator to serve as a reminder. It also stated that space was limited for each class.

Follow-up: The critical step

One week before the session, postcards were sent to all registrants informing them that space had been reserved for them on the day and time shown on the card. Our Registrar’s Office prints mailing labels, so the cards did not have to be addressed by hand; but the task could be accomplished by a work study student.

Results

The efforts outlined above resulted in full attendance at every class. The few people who were kept from attending at the last minute always called to apologize, and those calls often resulted in appointments to pick up an information packet or receive a quick demonstration at another time. In addition, people who were unable to attend the sessions on the scheduled dates often called for information or a personal appointment. Some saved my letter and called months later to ask about attending a session or to talk to me when they had special research needs.

While this might seem like a lot of work, it is important to remember that once the system is set up, only minor changes need to be made each semester. Return on investment has been excellent in terms of establishing contact with students, good public relations, and quality service to students. The system can be used to increase attendance at any kind of training or instructional sessions for graduate students and professional programs held on campus. (Similar sessions were offered to new graduate arts and sciences students during the fall 1996 semester with equally good results.) Most important, the success of the classes helped convince administration that library instruction should be required for all new business majors. Such instruction was instituted at both undergraduate and graduate levels in fall 1996. ■