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An overview of my plan is on the right. Instruc9on, marke9ng/communica9ons, and

special programming are the three core areas of my outreach plan:
Instruc(on, in a way, is a dis9nct realm. However, I nd it very important to
outreach for a few reasons: First, interac9ng rsthand with students can help me
iden9fy their needs beCerwhich can then inform how we in the library modify &
highlight our resources & services. That alone is valuable. And in addi9on, the
classroom whether in person or virtual is an opportunity to have a "cap9ve
audience" of students making it the perfect 9me to share informa9on about the
library.
Marke(ng & communica(onsis of course core to good outreach. Not only
iden9fying the most eec9ve tools to use but also represen9ng the library well, with
polished wri9ng and design.
And special programming is to me the jewel of library outreachIt gives us the
opportunity to get crea9ve and sparkle. It is a great opportunity to demonstrate
unique or underu9lized features of the library. And, maybe most important of all, it
can be a wonderful way to connect with studentsmaybe those who don't
necessarily need help at the reference desk. Special programming can be a great way
to make students feel connected and welcomed by the librarywhich in some
research I've done, is emphasized as an important part of suppor9ng student success.

Meet with UW Libraries colleagues involved in outreach

Discuss my ideas, gather feedback & informa9on, make sure I've joined the relevant
commiCees.
Introduce myself to Foster faculty & advisors
I'd start by sending a personal email to introduce myself; I would oer to meet
personally to discuss their students' needs: Where have they observed them
struggling? We can discuss how the library can provide support. And, especially for
the advisors, share library promo9onal materials that they can distribute to students
most people appreciate a new magnet, pen, thumb drive, etc. And by leaving upto-date yers, we can make sure they are sharing with students the most current
contact informa9on for the Foster Business Library, too.
Learn about Foster Business School student demographics
I would want to explore as much as I can about Foster students: Id delve into the
UW Libraries Triennial Survey results too, but details about Foster students as much
as possible. Being aware of cultural backgrounds, special needs, newest or most
popular areas of study, even age ranges can help us understand what might be the
ideal modes of communica9on, or get an idea of what special programming would be
of interest. Gathering this informa9on & pu]ng together a picture of the student
body can be enlightening & help surface new ideas for how we can serve them.
Mee9ng with Foster Business School student groups and a student advisory board
would absolutely help with this too.
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Instruc9on, as stated, can be a great opportunity for library outreach. In addi9on, I

believe it would be important to make sure that this core responsibility of the
Business Research & Instruc9on Librarian job is well planned before I start
experimen9ng with crea9ve outreach. Part of that would be to fully familiarize
myself with Foster's curriculum for undergraduates. I'd also want to make sure I am
connected to faculty that may request me to teach. And, Id want to see if we can
integrate ourselves into any Foster orienta9on ac9vi9es this can be a great way to
introduce students to the libraries.
In addi9on, I would iden9fy the online instruc9on tools and methods that I can use
Canvas, LibGuides, anything elseand assess whether I need to update them.
And, of course Id promote UW Libraries resources, services, and benets to
students in all areas of instruc9on that I plan and engage in!

UW Libraries has an excellent Assessment team, and I would feel very condent
consul9ng with them to make sure I'm properly assessing my instruc9on and
making sure Im leveraging it for outreach.
But some techniques that I use and like are these:
For in-class instruc9on, ideally I would be able to poll the class in advance to learn
their comfort and familiarity with using the library.
As part of the session, I'd like to give students a quiz on what they learnedeither
online or paper-based.
ACer the session, I am always very interested to know how eec9ve my instruc9on
was. I know faculty are very busy, but I think a really great way to gauge the success
of my teaching is to follow up with the instructor either the week aeer or possibly at
the end of the quarter: How were the assignments? In what ways did students apply
what they learned from me? What might the instructor be interested in me doing
dierently next 9me?
For online teaching, I can mimic something similar by embedding quizzes in Canvas
and perhaps LibGuides.
For any involvement with orienta(ons, I like a fun, interac9ve ac9vity asking 9med
ques9ons and rewarding students with library schwag or snacks. Everybody loves
snacks!
For each assessment technique, it's important to collect accurate data consistently;
data analysts (and some marketers) hold that rule: "Your analysis is only as good as