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Dahlen lightning



ACRL ULS Technology Lightning Round-Up; Sarah Dahlen

ACRL ULS Technology Lightning Round-Up; Sarah Dahlen



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  • English communication, writing classes
  • 50 min class periodAuthors found this to be an effective way to engage students: captured their attention and gave the background info on topicWere then able to successfully go through exercises replicating the research processASU evaluated process by interviewing students and faculty and analyzing student papers; found class to be effective
  • ScreenFlow used to create screencastsN=15, students given $10 incentive to participate (had not previously attended library workshop)
  • No reference to “articles” or “databases”Follow up qualitative questions for participants gauged why they clicked where they didConclusion: Participants successfully complete tasks after viewing screencasts; self-reported confidence in ability to complete tasks increasedNo data on whether participants would retain information over longer term (also not compared to face-to-face instruction)
  • One concept per screencast, 2 min max (Apple tutorials all under 1 min) – multiple short screencasts better than longer onesCreate context: why are you learning this?Scripting and editing: especially for beginning researchers, don’t make assumptions about prior knowledge
  • Three small Oregon colleges: Reed College, Willamette University, and Portland CCWillamette: small, private, selective liberal arts school; 2700 students (425,000 volumes)Reed: 1400 students; private (614,000 volumes)Portland CC: 30,000 students (110,000 volumes)All members of Orbis Cascade Alliance library consortium (36 colleges and universities in OR and WA)
  • Adopted OCLC’s WorldCat Local; compared circulation before change and one year afterReturnables = physical items247% increase at PCC
  • Functional Requirements of Bibliographic RecordsThe way that WorldCat Local implements FRBR can result in hiding some local copies (if your library has 3 copies of a book, it will only show one and if that one is checked out, not immediately obvious that other copies are on shelf)Presenter speculates that this poorly-executed FRBR implementation has led to increased ILL requestsEBSCO (PCC switched from WorldCat Local’s recommended databases to EBSCO products because more appropriate for CC students); increased downloads of full-text articles due to link-resolver

Dahlen lightning Dahlen lightning Presentation Transcript

  • Technology applied to instruction and discovery
    Sarah Dahlen
    Reference and Instruction Librarian
    California State University, Monterey Bay
  • Information literacy and youtube
    A Winning Combination for Users and Librarians
    Frances May, Annie Downey, and GaylaByerly at University of North Texas
    Julie Tharp, Arizona State University
  • YouTube
    Visual literacy
    Video as prompt for problem-based learning exercise
    2-3 min video
    Report from BBC or NBC News
    Violence in video games
    Clip of movie based on novel
  • youtube
    Students analyze video for facts and credibility
    List facts
    Define a problem statement
    “How does air pollution in China affect health?”
    Determine information needed
    Create keywords
    Search databases for information
  • Do screencasts really work?
    Assessing Student Learning through Instructional Screencasts
    Jo Angela Oehrli, Amanda Peters, and Julie Piacentine, University of Michigan
  • screencasts
    Used screencasts to replace linear tutorials for library skills instruction
    Smaller, more focused concepts
    Why use library databases?
    Finding subject-specific databases
    Piloted with students
    Pre- and post-tests
    Incorporated feedback
  • screencasts
    “Where would you click to find good results quickly?”
    Qualtrics software captured participant clicks with heat map
    0% success rate on pre-test; 67% on post-test
  • screencasts
    Best practices
    One concept per screencast, 2 min. max
    Create context for skills
    Don’t neglect scripting and editing
    Screencasts assessed:
  • How does switching to a “Discovery tool” affect circulation?
    Tony Grenier, Portland Community College
    Willamette University
    Reed College
    Portland Community College
  • Discovery tool
    Circulation of local items decreased 2-7%
    2 libraries had increase in consortial borrowing (74% at PCC)
    Borrowing of ILL returnables increased 17-247%
    Reduced borrowing of ILL articles
    Increased downloads of full-text articles
  • Discovery tool
    Search results tiered
    Local, consortial, WorldCat
    Searchers tend not to look beyond first few pages of results
    WorldCat Local FRBR implementation
    (Functional Requirements of Bibliographic Records)