thing 18: Outreach/Marketing



Browse the above examples of outreach and marketing, and post a comment with your answers to ANY of the following reflection questions:

  • What elements or approaches from the examples seemed most useful, inspiring, or applicable to your institutional context? How might you implement or adapt them at your library?
  • What additional examples of Framework-inspired outreach/marketing have you seen or developed? Share links to examples.
  • Many of the examples above revise or condense the language of the frames to make it more approachable or relevant to the local institution. How might you approach editing the language from one of the frames to make it better fit your institutional needs?
  • Identify one small-scale, Framework-inspired outreach project that you could take on in the near future. Who would you like to connect with, and what kind of method (LibGuide, poster, online or in-person discussion, etc.) would you use? How could you scale up from this project to something more ambitious?


  1. After reviewing all of the suggested documentation, I’m a fan of Wiggins Memorial Library at Campbell University’s approach.

    Their “adopt a common language” approach is phenomenal, and the way that they break down each frame into its components is great for external stakeholders like administrators and faculty. By providing a frame definition that is accessible, plus knowledge practices that shore up the definition, the external stakeholders gain some background knowledge about the frame. Then, the library takes it one final step by showcasing how the frame is taught and applied in enumerated courses. This is probably the part of this guide that I love the most. Each frame’s teachable applications are identified and verified by course number. So, when the accreditation cycle rolls around, the eternal scramble isn’t going to happen for justification of what is being taught where. It’s already identified and laid out for the accrediting body to view, for the administration to take and roll into the QEP and annual reports, and for the faculty to roll into their lesson plans and departmental curricula.

    After the faculty identified the two frames that were most important to them via survey and follow-up questions, I laid out the knowledge practices and dispositions of those frames in a chart and placed the teaching concepts of the library instruction next to the knowledge practices and/or disposition that matched them. It was a visual way for me to plan out the instruction revision and ensure that not only was I going to cover the material I needed to cover but also that I was doing justice to the frames and their ensuing practices and dispositions. So, I’m working with ideas akin to Campbell U’s guide.

    The University of Buffalo Libraries’ posters are wonderful; I found them a few months ago and thought they were wonderful infographics that really plotted out the frames visually, not only for us as professionals, but for our external stakeholders, like the faculty and the students – those in our sphere who aren’t working with the frames everyday but who are impacted by the frames as we teach them within classroom instruction.

    When I created my faculty survey, I revised the language of the frames to make it more layperson friendly for the faculty. Even with the revised language, several of the faculty members expressed anxiety that they had entered a “liminal space” as they read the frames and felt uncomfortable because the frames presented ideas in ways that they had not considered before in their academic careers.

    My next project is to work with one of the faculty members to convert the library instruction into a streaming tutorial for one of her online courses. While this may not be “outreach” in the traditional sense, it is outreach because this will be the very first streaming library instruction tutorial done here at my institution.


  2. I really like what the Arizona University Libraries and the University of Buffalo have done with the Frames. AUL’s handout with very specific questions as well as sample student learning outcomes that can be adopted by instructor makes the concepts more concrete. The University of Buffalo’s posters do something similar with their next steps look at how the framework can be addressed in the learning process.

    They’re short and digestible which I think would work better at my institution. Faculty already feel like they don’t have much time to learn things they’d like to learn in order to improve their teaching. I also know that they feel like the timeline for most of their classes, especially with losing the odd day here and there for a holiday, is too condensed. But maybe seeing small, specific ideas will help them envision how to naturally fit the Framework in with their existing curriculum.

    Ideally, a brown bag or presentation would probably be best to kick start a discussion but it’ll be the smaller questions or SLOs that would do most of the work.


  3. Last summer the Writing Center Director and I were invited to our faculty’s annual workshop. Since the faculty had wanted us to present on “fake news,” we only touched upon the Framework. Still, the faculty got exposure to the Framework, and I got a chance to collaborate with the Writing Center.

    One of the faculty even asked me to do one of the workshop exercises with her class. The activity involved guessing whether or not a site was fake. One student made the insightful point that you need at least some background knowledge to fully evaluate a site. This point reminded me of Swanson’s (2017) “novice to expert trajectory” and of this piece

    We sometimes take it for granted that students have such background knowledge.

    Overall I want to build on such momentum. The resources here, especially the Pagowsky piece, will help me follow up with my faculty.


  4. I’m a big fan of the brown bag discussions created by Rachel Stott (last link in the list above). Rachel’s approach demonstrates that you don’t have to have all of the answers about the Framework before facilitating discussions with faculty about it. She provided a ton of useful reflection and discussion activity possibilities that could easily be incorporated into faculty development around the Framework. I’d really like to try out some of the discussion prompts she created with instructors at my institution.

    One other outreach idea I’ve been considering for a while is inviting a few faculty members on my campus for an open-ended discussion about how they see the concepts from the Framework playing out in their own research and creative work. I think it would be really cool for students to have real-life examples of how faculty members relate to or understand these ideas. I could see this turning into a series of short videos, or maybe posters like the ones created at the University of Buffalo.



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