The Dibner Library of Science and Technology, having delivered orientations to graduate students in traditional workshop formats (auditoriums, classrooms, etc.), saw an opportunity to create a self guided multi modal module for undergraduates, and through university partnerships, make it available to a wider audience. We felt that an independent technology driven approach would be ideal for engineering students who will be engaging with and employing such an approach in their coursework and probably in their career. In partnership with the Faculty Innovations in Teaching and Learning department, the Dibner Library built an interactive multimedia library online module that was integrated into the school’s New Student Orientation Program. The process unfolded in multiple stages. It began with the conception of the module in the library and evolved into our partnerships with departments to design and implement it. A recounting of this, and a discourse on the advantages of the module over an in person presentation - in areas like accessibility, pacing and assessment - may be of interest to engineering libraries and departments. The module demonstrates the transformation of library content and delivery format in an effort to increase usage and information retention among new university students. Using the school’s Learning Management System, we converted what had been an in-person presentation into a multimedia self guided system, incorporating screen capture, voice over, videos, captions and hyperlinks. The module successfully launched to a user audience of 736 and we are reviewing the generated usage data to better define student's library resource needs and areas for improvements in the module. The current product and prospective user base is capable of exponential expansion. The format and design of the module allows for the transfer of different types of content for student learning. We plan on developing modules for advanced learning with refined assessment tools for better analysis. Collaboration with other departments may be employed to provide similar experiences to graduate students, new faculty, and online learning students. Additional modules can be targeted to engineering disciplines. We will begin with an introduction to the Dibner Library, the state of our orientations, the FITL partnership, and the need we were trying to fill, then explore the process of creation and implementation, and conclude with a discussion of the initial feedback, and possibilities for modification, and expansion. We hope to demonstrate the advantages of the module and its effectiveness with reference to student feedback, and data such as video plays and visits, view times, drop offs, returns, and the employment of BitLy to measure the number of referrals to our library workshops page.
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