Drive‐by BI: Tailored in‐class mini‐instruction sessions for graduate and upper‐level undergraduate courses

Abstract

Purpose

This paper seeks to describe a program that provides quick and relevant library instruction and research support for teaching faculty and their students within the context of the classroom.

Design/methodology/approach

The paper identifies the pressures on teaching faculty to improve critical inquiry and to conform with the state requirements and demands of future employers as providing an opportunity for academic librarians to present library instruction as a win‐win solution, consistent with library priorities in supporting research and promoting information literacy.

Findings

This project describes a strategy for implementing a drive‐by BI mini‐session, including identifying key courses and faculty, contacting them, positioning the drive‐by BI opportunity for the best effect and impact, and following up with the faculty and students.

Practical implications

This approach is particularly useful for librarians who are striving to reach teaching faculty and, through them, students with the benefits of information literacy, library support and research methods.

Originality/value

This paper describes a proactive approach to library instruction, one that acknowledges the demands upon and goals of both students and faculty in the classroom.

Citation

Arant‐Kaspar, W. and Benefiel, C. (2008), "Drive‐by BI: Tailored in‐class mini‐instruction sessions for graduate and upper‐level undergraduate courses", Reference Services Review, Vol. 36 No. 1, pp. 39-47. https://doi.org/10.1108/00907320810852014