Document Type


Publication Date

Winter 2014


This paper examines the effect of creating LibGuides tailored to a student’s point of need and focuses on their potential to boost usage of library resources. In this study, LibGuides were designed for specific assignments and introduced to students during library instruction sessions. Pre‐ and Post‐LibGuide web traffic suggests that LibGuides increased web traffic to library resources. This article suggests that library resources should not only provide sources for assignments but also assist a student through the stages of completing an assignment. As a corollary benefit, creation of assignment‐specific LibGuides increased collaboration and discussion between faculty and librarians.


Originally published in the Georgia Library Quarterly, vol. 51, issue 1, Winter 2014.