Getting Your Students Beyond Google by 8i756ty


									         CETL Workshop
      September 29, 2009
        Eleonora Dubicki
Google vs Library Databases
 88% of students use library resources to complete an
  assignment, spend less than one hour a week.*
 98.4% of students surf the Internet for information to
  support coursework, spending 1-2 hours a week.*

* Educause , ECAR Study of Students and Information Technology, 2005

Google                    Library Databases
 Ease of use              Accuracy
 Currency                 Reliability
 Practical information    Format
 Enjoyable
                           Authority
 Quick look-up of facts
                           Lack of awareness
 Sufficing, when quality
   isn’t concern           Difficulty navigating web
 Overwhelming amount
   of information
Faculty Acceptance of Web Research
 77% faculty encourage students to use specific web
 50% require them to use specific sites
 73% allow use of web without specifying specific sites
 7.1% forbid web use
 83% require students to use web in conjunction with
  other resources

 Herring, Susan Davis. "Faculty Acceptance of the World Wide Web for Student
 Research." College & Research Libraries 62.3 (May 2001)

Where do Students Begin Research?
OCLC 2005 Study       MU Business Students

Challenges in Doing Research

Information Literacy (IL)
 The ability to locate, evaluate and effectively
  use information to become independent life-long
  learners – as students, employees, and
  members of a community.

 Focused on developing critical thinking and
  reasoning skills in conjunction with techology
 literacy as the student progresses through
 his/her academic career.

Progression Standards for IL
 Developed by the NJ VALE Consortium Task Force, a group of eight academic
     librarians from 2 and 4 year colleges in NJ.

 Introductory/Novice Skills              Gateway/Developing Skills
  Gen Ed courses                          Upper level courses
  Introductory courses                    Uses discipline-specific
  Uses general/multi-                        resources
   disciplinary resources                    Uses specialized collections
  Uses multiple format                      Uses range of info and
   materials                                  technologies to present
  Creates short papers or                    research
   presentations                             Creates long papers/ thesis
  Ethical use of info                       Ethical use of info

The Information Literate Student…
1. Identifies and addresses an information need
2. Accesses information effectively and efficiently
3. Evaluates and thinks critically about information
4. Uses information effectively for a specific purpose
5. Uses information ethically and legally

Association of College & Research Libraries
Progression Standards for Information Literacy (NJ VALE Task Force)

Identifies Information Need
 Identifies research topic or information need
 Drafts research question relevant to the topic
    Tip: have student hand in draft of research question for
     faculty or peer review
 Uses general information sources to understand the
  topic and generate relevant concepts/vocabulary
    Tip: use reference materials such as encyclopedias and
     dictionaries (print or electronic) for background info
    Tip: have student keep a journal of the research process
     for the assignment – keywords, databases and web sites

Accesses Information
 Selects search tools
    Books, journals, newspapers, web sites, videos
    Print, electronic and human sources
    General versus discipline-specific sources
 Constructs a search strategy with keywords
 Retrieves information in multiple formats
 Refines search strategy based on information gathered
 Collects and organizes information

Evaluates and Thinks Critically
 Evaluates information sources for their relevance,
 authority, reliability, and currency to the topic
   Tip: provide student with a rubric or checklist for
    evaluating materials
 Identifies a source’s main idea and major points
 Distinguishes between scholarly vs popular sources,
  articles vs editorials
 Distinguishes between primary and secondary sources
 Determines whether additional info is necessary

Uses Information Effectively
 Completes a research project by integrating
  information new and prior information
 Presents the research product appropriately
   Text, images, audiovisual
 Incorporates quotes and paraphrasing from materials
 collected into text of research paper to support thesis

Uses Info Ethically and Legally
 Cites sources and compiles a bibliography
 Uses consistent and correct citation style for the
 Understands copyright and plagiarism issues
   Properly represents content and ownership of ideas
    presented in research product
 Meets academic integrity

Developing Student IL Skills
 Build library assignments into your course to enrich
  and extend content of your class
 Assignments requiring use of multiple types of
   Books, articles, web sites, video
 Require evaluation of sources
    How are popular and scholarly articles different?
    Is the web site used credible? Why?
    How are free sources and library databases differ?
    Does information gathered answer the research topic?

Novice Skills Assignment – eg.
Select an issue or topic that offers the opportunity to defend or reject
  a particular position, such as “Child Poverty is a major problem in
  the U.S.” Each student must find and bring into class at least two
  pieces of evidence to support or contradict the statement. This can
  be in the form of an article in a newspaper or magazine, a speech or
  presentation, a research study or a government statistics report.
  Students can discuss their evidence in teams or with the entire
  class, explore contradictory information and discuss criteria for
  evaluating the information.

Advanced Skills Assignment – eg.

 History students: select an individual (historical or contemporary)
   and research the events and issues of the time and develop and
   present a portrait of that individual.

 Health students: locate ten reliable consumer health websites or
   articles on a topic, and create a patient education brochure on that
   topic based upon information from those sites, and including the
   sites as further reading for patients.

How Librarians can Help
 Collaborate with faculty on assignment and library
  sources available – library liaisons
 Workshops on library resources – students/faculty
 One-on-one instruction at library or writing center
 Instructional sessions for class
 Libguides research guides:
 Customized handouts for assignment with appropriate
 Purchase new resources for library


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