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Faculty turnover is a challenge at our small campus when we replace full-time faculty with part-time faculty to teach some cornerstone classes

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Promoting research appointments as an extension of the class. Good news, some faculty require them. Bad news they never tell us. 

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Promoting research appointments as an extension of the class. Good news, some faculty require them. Bad news they never tell us. 

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When I've been able to have 2 sessions, I try to make the second one be focused on a document set tied to campus history/tradition and run the session focused on critical reading that can also help with reading for bias/evaluation.

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this may not work at all libraries/institutions, but...

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this may not work at all libraries/institutions, but...

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I work directly with our science/stem majors and they have a few different FYS classes that are specifically tied to their major. I've had better luck connecting with first year students in these seminars because I'm able to explicitly address science/stem topics and assignments.

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We've had our best luck by connecting with the coordinators for FYS and EN100. They're the ones who can mandate library instruction for those courses. Currently, it is required for FYS, and strongly recommended for EN 100. We see all FYS and nearly all EN 100 this way.

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Accepting the fact that some faculty will rarely/never invite us in, but enjoy working with those who do. 

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Accepting the fact that some faculty will rarely/never invite us in, but enjoy working with those who do. 

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faculty understanding of what librarians do

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faculty understanding of what librarians do

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Using libwizard as a Pre library day FYS module. So the time in class can be used to get to know me and play a game testing on what they learned in the module and expanding on the basics (how to find an article, book, and newspaper article).

So now when I meet them in ENGL, they understand the basics and we can focus on taking the next step.

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Being a "personal librarian" to 10+ unique sections is exhausting

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Being a "personal librarian" to 10+ unique sections is exhausting

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Send a video or learning object before class - to ensure some common preparation. 

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Send a video or learning object before class - to ensure some common preparation. 

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letting students know that the end of the library instruction session isn't the end of library instruction - can make appts.; continue to reach out for help

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Professors wanted only a one shot or less. 

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Professors wanted only a one shot or less. 

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The timing of our 2nd FYS session are sometimes not in sync with any direct student assignment - despite efforts to tailor our content to an actual assignment.

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The timing of our 2nd FYS session are sometimes not in sync with any direct student assignment - despite efforts to tailor our content to an actual assignment.

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Too few librarians to easily meet demand for sessions. Good, but not quite universal, adoption of a library session in first year courses by faculty

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Too few librarians to easily meet demand for sessions. Good, but not quite universal, adoption of a library session in first year courses by faculty

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Getting the faculty to let me have the time to meet with the classes.

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Faculty Buy in, librarian buy in, academic freedom challenges

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I am currently conducting a study on our FYF students and having them take an information literacy quiz before the class begins. Many professors think the students already learned a lot of this stuff in high school, and this study is to prove to them that they don't, and many don't even have high school libraries. Hopefully this will encourage faculty to schedule more IL sessions for their students.

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I'd say getting students engaged during ILI has been the biggest challenge.

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Our scavenger hunt involves a few selfies too

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Elimination of FYS courses, restructuring of comp courses. Faculty buy-in for comp courses.

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Getting students to take the session seriously and understand that they will need to know this and will use these skills.

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Our approach is similar to yours.  We are part of orientation but our role is shorter than we would like.  We visit FYE courses (at invitation) and do a short overview of library services.  As for ILI we do mostly one shots.  Post-pandemic we do more asynchronous than f2f.

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Our FYS has removed its research paper requirement, which makes it more challenging to connect database instruction.

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my campus requires first-year students to take a series of non-classroom workshops/presentations related to the first year experience. our library offers several workshops/presentations each semester and students self-select into those sessions. Often the students aren't interested; instead they're just there to sign in and get credit.

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Used to be too much information to go into for ENGL15 for one class. FYS began again on our campus and we worked for that class to work on the basics and get to know our faces.

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when the professors do not attend the session it is hard for students to pay attention and engage

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Faculty buy-in changes. Only one librarian to handle most of the sessions.

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We've tried to reduce the burden with some asynch. content online, but it hasn't reduced the time burden much.

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students often do not show up for the classes or arrive very late

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Not all FYS instructors schedule IL sessions, so often we only see a percentage of FY students (currently ~70%)

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Many of us do a selfie-tour, similar to scavenger hunt, for FYS.

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For FYS, we focus on students are entering their scholarly conversations. For NSO, it's very brief overview of library services. For English Composition, we usually are in the class more than once per semester.

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Usually through one-shots, but different across courses and librarians. We are currently working on developing a more comprehensive Information Literacy plan to help address first year instruction.

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Too many sessions, not enough librarians

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Too many sessions, not enough librarians

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we offer an Open House as the first layer of instruction, but then can do individual sessions too

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We start with FYS by doing a flipped classroom approach with an introduction module before class. Then during class have them meet me and play a game with the basics of the library website. Then ENGL15, working more on citations and "topic starting" databases

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Through our first year english course requirement. Started as one-shots and has since moved to a Canvas module. When I interact with upper level students later, they often say they "didn't have" the Canvas module... but I suspect that means they didn't work through it.

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We teach an FYS session to every class which includes a tour of the library and some basic intro. We also have an online module. We only teach some of the ENGL101 sessions.

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Two in-person sessions in FYS, plus one for our EN100.

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We have a FS/FYE class that has a library assignment. Not all students take the class. 

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We have a FS/FYE class that has a library assignment. Not all students take the class. 

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We have a new student orientation showcase, we do an asynchronous scavenger hunt first semester, and we have one shots in our Critical writing program a class all first year students attend

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We teach one and sometimes two shot sessions during the students' first year foundations course

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One shots- Mostly in FYS and Comp

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every session tailored to class assignment - nothing universal

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every session tailored to class assignment - nothing universal

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students have varying levels of library experience/exposure

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Similar approach to yours, but not consistent among librarians.

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We have two required sessions in FYS - one is a basic orientation; the other is tailored to the unique content of the course with deeper level searching. Also embedded in their Canvas course as their "personal librarian."

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We have two required sessions in FYS - one is a basic orientation; the other is tailored to the unique content of the course with deeper level searching. Also embedded in their Canvas course as their "personal librarian."

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I try to scaffold, with different courses having different focuses. But, its hard when we do have consistent buy-in across our FYS and Comp professors

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Similarly diversified, with a scavenger hunt and activity-based class for FYS, and a more traditional, skill-focused class for COM101

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Similarly diversified, with a scavenger hunt and activity-based class for FYS, and a more traditional, skill-focused class for COM101

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One shots - scattered and not focused