The purpose of this research project is to investigate the impact that library reference manager workshop names have on the likelihood that undergraduate students will sign up to attend said workshops. It addresses (1) whether undergraduates are interested in learning more about reference managers, (2) how they would like to learn about reference managers, and (3) whether the names of workshops impact the likelihood they will attend. Undergraduate students were recruited to participate in a survey using emails and flyers. The data was analyzed using descriptive statistics and coding. Overall, this study found that undergraduate students are interested in learning more about reference managers, primarily through asynchronous means. For those interested in reference manager workshops, more descriptive workshop names were more appealing. This study gives academic instructional librarians guidance on how they should name their workshops so that people who would be interested may be more likely to attend.
Emma Barrett-Catton (Fri,) studied this question.