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					       Information Fluency


                Jana Krentz
Dept. for Spain, Portugal and Latin America
       University of Kansas Libraries
              Jkrentz@ku.edu
University of Kansas

            • 27,000 undergraduate
              students.
            • 6,000 graduate and
              professional students.
            • 2,000 research and
              teaching faculty.
            • 143 faculty affiliated with
              Latin American studies.
• Teaching faculty recognize the need for
  more library instruction.
• Poorly researched papers
• Over dependence on the internet
• Explosion of the internet and complex
  database searching
• Students find library databases too
  complicated.
                 Solutions
• One-shot subject specific or generic
  instructional sessions
• Curricular reform on university campuses
• Association for College and Research
  Libraries (ACRL) – set of standards for
  instruction for Higher Education
• Collaborative efforts of faculty, librarians and
  administrators
• Information literacy credit courses
 Dept. for Spain, Portugal and
         Latin America
• 72 one-shot subject specific sessions
• Reaches 3,600 students per year
• Embedded information literacy objectives in
  third-year Spanish courses.
• Outreach – Center for Latin American Studies
• Research methodology course for Latin
  America – Graduate Seminar
  • Core course within the Latin American Studies
    program.
         One-shot sessions
• Consultation with professor
• Material covered: database demos; keyword
  searching; creating annotated bibliographies;
  how to find primary resources; difference
  between primary, secondary and tertiary
  sources
• Assignments
  • In-class or generated by the professor
• Active learning techniques: anything other
  than passive listening
           Best Practices
• Tie session into course content and
  course assignment
• Lesson plans
• Don’t cover too much material
• Make a course page
  • SPLAT website
  • KU Library Website
  • SALALM BI Wiki
            Courses for Credit
    LAA700-Research Methodology for Latin
                 America
•    30 year history
•    Three credit graduate seminar
•    Prerequisite for MA in Latin American Studies
•    Help students develop and refine search skills
•    Overview of principal research methodologies
     and resources
•    Develop information problem-solving skills
•    Develop transferable strategic abilities
•    Formulate research questions and a research
     plan
•    Assignments throughout semester; 2 large role
     playing projects
•    SPLAT website
•    Blackboard
               Course objectives
•   To learn how to locate library materials on Latin America
•   To learn how to prepare a research plan
•   To learn how to formulate a research question
•   To introduce the organization of information in Latin American
    area studies and resources in the field
•   To introduce research techniques and sources within the
    different disciplinary areas of Latin American Studies
•   To learn the effective use of these sources and research
    methods in research projects
•   To develop systematic techniques for preparing bibliographies
•   To learn to evaluate critically various types of information on
    Latin America
  The Scholar’s point of view
• Selected course texts

Booth, Wayne C. et al. The Craft of Research.
  3nd edition. Chicago: U of Chicago P, 2008

Mann, Thomas. The Oxford Guide to Library
 Research. 3rd ed. New York: Oxford UP,
 20095
          Searching skills
• How to narrow and broaden a topic
  • Mann: Using LC subject headings
  • Booth: From Topics to Questions
       • Framing a project as a problem

• Practical work: hands-on assignment
     Practicalities – Hands on
           assignments

• Quick reading

• Comparing 2 bibliographies from a
  scholarly journal
        The Research plan

• Case studies : The Researcher’s
  Notebook - The Researcher's Notebook

• Addressed some of the issues on
  organization information raised by
  students on the assessment tool
  Information Literacy Embedded into
            the Curriculum

 KU’s - Dept. of Spanish and Portuguese

• 2004 – discussion on lack of literacy skills in
  undergraduate majors
• Solutions
      • More one-shot sessions in 400 and 500-level classes
      • Online tutorials
      • Integrating library component in 300-level classes
         Spanish 324/328
• A mid-range, writing intensive course in
  Spanish
• Required for all students wishing to
  pursue a major in Spanish
• Provides organization strategies,
  syntactical patterns, and lexical
  elements in order to be effective writers
  in Spanish
Span 324/328 Course Redesign
           Goals
• Emphasis on writing strategies and
  communicative skills
• Enhanced use of technology in the
  presentation of material
• Multi-modal approach to teaching
• Enriched grammar presentation
• Enhanced critical think skills
• Focus on information literacy
            The Process
• Lecture-breakout section format
• Addition of conversation practice and
  small group work
• Implementation of technology
• Film clips, music, art, images, online
  tutorials
• Blackboard
• Personal Response Systems (CPS)
           Library modules
• Assessment tool
• 2 modules integrally connected to course
  content and writing assignments
• 2 large lecture presentations
• Accompanying supporting written
  assignments
• Online tutorials
• Librarian works with instruction team to train
  in evaluating activities and assignments.
• First module – Guggenheim Museum in
  Bilbao

• Students use Spanish newspapers,
  databases and internet.

• Evaluation of websites
            Online tutorials
3 online tutorials created using Viewlet

     • How to search Spanish language newspapers
       in LexisNexis
     • How to search Google effectively in Spanish
     • How to search ¡Informe!: Revistas en español
     Second module topic -
          Spanglish
• Formulating a research question
• Assembling a research plan
• Online tutorials
    • HAPI – Hispanic American Periodical Index
    • Online Catalog
    • MLA Citations
           Best Practices
• Foster Department and Library’s goals
  to increase information literacy
• Team-based approach: librarian is
  incorporated into the teaching staff;
  instructors facilitate the teaching of
  information literacy
       Best Practices cont.
• Weave information literacy modules into
  course content
• Focus activities in support of writing
• Materials and presentations have to be
  interactive, lively and useful to writing
  assignments
          Outreach Activities
• Conduct teacher’s workshops
• Outreach to K-12 community
• Outreach to local community
• Conduct visiting scholars workshops
• Conduct workshops in local Junior High
  Schools - Junior High PowerPoint - Cultural Differences
• Help to compile traveling suitcases
• Participate in any Center outreach events
 Did they get it? : Information Literacy
Assessment for Ibero-American Studies
                Courses


                Jana Krentz
            University of Kansas
              jkrentz@ku.edu
      Assessing the instructor
•   Anecdotal evidence
•   Student evaluations
•   Professors’ evaluation
•   Peer-review – classroom observation
    • Instructor’s self-evaluation
• Exit interviews – Center for Latin American
  Studies
• Evaluating the students
    • What do they know?
    • What did they learn?
        Evaluating students
• Types of instruction
  • One-shot sessions
  • Classes with information literacy modules
    embedded into the curriculum (SPAN 324/328)
  • For credit classes (LAA700)

• Types of assessment tools
  • Research skills survey
  • Student interviews (LAA700)
  Methodology – Pre-Course
        Assessment
• Students sign up for 1 hour interview with
  instructor
• Instructor meets with approximately 6-12
  students one-on-one
• Assessment of information seeking skills is
  done via interview by providing student with
  information-need scenarios and by
  documenting the steps the student takes to
  locate the information
• Assessment data is recorded in Excel, ranked
  and converted into quantitative data
 Methodology – Post-Course
       Assessment
• The last week of class is devoted to the
  “post-course” assessment.

• The same procedures as the “pre-
  course” assessment are followed.
            Sample Information-need
                  Scenarios
Finding a book using the catalog                What are 2 alternative databases for L.A.
                                                   Studies
How to find a book by a LA author (surname)
                                                How to select and limit results (by language)
How to recall a book                            How (to get) to read an article from a
                                                   database
How to use interlibrary loan
                                                How (to get) an article from the stacks
How to search catalog by subject
                                                Two ways to get additional help
How to limit by language                        Name a citation management tool
                                                Meaning of plagiarism
How to find a print journal using the catalog
                                                How to search Google in Spanish
How to find an online journal

How to find the SPLAT website
          Data Analysis of the
             Assessment
• Notes from the student interviews are transcribed and
  entered into Excel class
• Questions are grouped together and ranked on a 4
  point scale:

   • A score of 0 indicates no response from the student or an “I
     don’t know”
   • A score of 1 is given if the students provides the wrong
     response or search but are significantly off-base. Gives
     credit to the student who makes an attempt but answers
     incorrectly
   • A score of 2 is given to the student who is partially correct
   • A score of 3 is given when the student provides a correct
     answer
      Findings – 2005-2008
• Students did improve almost 2 points
  (on a 4 point scale based on a 0-3 rank)
• The assessment survey indicated a
  statistically significant difference
  between the pre- and post-course
  scores
• Students information literacy skills have
  significantly worsened since 2005.
Pre-Course 2005-2008
  Testimonials from LAA700
• “I found the assessment useful in
  demonstrating what I would learn and
  what to expect out of the course.”
• “The survey was a good way to assess
  our knowledge and show to us that the
  class taught us useful tricks.”
• “I didn’t realize I had learned so much
  until the post assessment survey.”
 One-shot Sessions and Library
           Modules

• Dept. of Spanish and Portuguese
  • Upper and lower division courses


• Courses with information literacy
  modules embedded into the curriculum
  (SPAN 324/328)
              Methodology
• Pre-library session:
  • An research skills survey is handed out in class
    one week prior to the library session.
  • Surveys are anonymous.
  • Results are entered into database.
  • percentage of correct answers
  • Results can modify the focus of the class.
• Post-library session:
  • Research skills survey done at the end of the
    session or a few days later in class
         Library Skills Survey
•   One page
•   Short multiply choice questions
•   Can be modified depending on discipline
•   Quickly graded
•   The purpose of this survey is to help your
    professor and librarian gauge your research
    skills. For the following questions, please
    select the best answer(s).
             Sample survey
•   The Library Catalog is the best place to search
    for……journal articles, books, journal titles,
    dissertations
•   List the library databases you have used.
•   Descriptors in a database like MLA are the
    same thing as…..subject headings, keywords,
    index terms, abstracts.
•   Give an example of a Boolean operator.
•   A bibliography is…a book about a person, a
    book about places, a list of references or
    citations, an index.
                Sample survey
•       The best way to search for articles on the
        effects of climate change on the city of
        Lima is to use the following search
        terms…….

    •     effects of climate change on Lima
    •     “climate change” and Lima
    •     “climate change” or Lima
    •     effects and “climate change” and Lima
                     Sample survey
•       Given the following citation, how would you search the Library
        Catalog to determine if KU has this item?

Author: Brenes Tencio, Guillermo
Title: Efrentándose al pulpo: nacionalismo económico y cambio político
      en Guatemala y Costa Rica en la década de 1920.
Year: 1996
Source: Mesoamérica v. 17 n.31 June 1996 pp. 11- 39

    •      I would do a title search for the article’s title.
    •      I would do an author search for the author’s name.
    •      I would do a keyword search for the year.
    •      I would do a title search for the journal’s title.
                Sample survey
•       How would you rate your ability to use
        the Libraries to find and retrieve
        information?
    •     Excellent
    •     Pretty good
    •     So-so
    •     Pretty bad
    •     Terrible
                  Findings
•   5 years of data
•   The assessment survey indicated a
    statistically significant difference between
    the pre- and post-course scores.
•   Students in the Upper Division Spanish
    classes who had taken SPAN 324/328 with
    embedded information literacy modules did
    significantly better on the survey.
• Can compare Latin American studies courses
  to classes in the Dept. of Spanish and
  Portuguese

• Can compare upper and lower division
  classes

• Can compare graduate and undergraduate
  students
• Alerts me to a need to modify information
  literacy objectives

• Alerts me to a need to modify my approach to
  teaching a specific skill set

• Measurable data
  • Center for Latin American Studies
  • Dept. of Spanish and Portuguese
  • KU Libraries

				
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