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Transfer Students and Their Information Literacy Education: A Case Study

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Ning Zou's presentation at Chinese American Librarians Association (CALA) Midwest Chapter Annual Conference on May 21, 2011 at Indiana University Southeast Library (IUS)

Ning Zou's presentation at Chinese American Librarians Association (CALA) Midwest Chapter Annual Conference on May 21, 2011 at Indiana University Southeast Library (IUS)

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  • Nation wide.
  • Nation wide.
  • Emphasize the importance of research and show evidence to assess…
  • Emphasize the importance of research and show evidence to assess…
  • Case selection: Case I – time limitation only received one map II. Case II: Tossed all Map I and randomly picked 9 maps. Then selected the matching 9 pieces of the Map II
  • Transcript

    • 1. Transfer Students and Their Information Literacy Education – A Case Study
      Presented by NingZou,
      Instruction Coordinator,
      Rebecca Crown Library,
      Dominican University, Chicago
    • 2. Information literacy (IL) education in academic libraries
      Association of College and Research Libraries (ACRL) IL Standards for Higher Education
      The information literate student …
      Determines the nature and extent of information needed.
      Accesses needed information effectively and efficiently.
      Evaluates information and its sources critically.
      Uses information effectively to accomplish a specific purpose.
      Accesses and uses information ethically and legally.
      Roles of Academic Librarians
    • 3. Information literacy (IL) Education to Transfer Students at Dominican
      Information Literacy Courses (LIB) - Information Literacy Workshop (no credit)
      “A noncredit workshop offered by the library to degree completion transfer students who have not completed English 102 at Dominican as the way to fulfill the foundation requirement. Students will learn the basics of library research including the ability to locate both print and electronic sources by searching library databases for articles and books, effectively using the internet for academic purposes, evaluating information critically, and using the information ethically and legally. This course is offered on a satisfactory/fail basis. Students will be expected to spend time in the library to complete hands-on exercises.” 2010 -2012 Undergraduate Bulletin
    • 4. Information Literacy Workshop (LIB) - Classpage
    • 5. Information Literacy Workshop (LIB) - CMS
    • 6. Information Literacy Workshop (LIB) – Topic Selection Form
    • 7. Information Literacy Workshop (LIB) – Assignment
    • 8. Information Literacy Workshop (LIB) – Rubric
    • 9. Transfer Students at Dominican
      Summer 2010 Crown Library survey during Transfer SOAR program
    • 10. Transfer Students at Dominican (cont’d)
    • 11. Background (cont’d)
    • 12. Research Questions
      How effective is the Information Literacy Workshop (LIB) and the assignment in terms of improving students’ IL and research skills ?
    • 13. Multiple Cases with Embedded Units Analysis
      Case I
      Dominican University
      Case II
      Dominican University
      Transfer Students Enrolled in Fall 2010
      Transfer Students Enrolled in Spring 2011
      U1
      U2
      U3
      U1
      U4
      U5
      U6
      U7
    • 14. Methodologies
      Using mapping dairies - a mini-scale ethnographical approach
      The Undergraduate Research Project at the University of Rochester, River Campus Libraries
      Two sets of Mapping Dairies
      Mapping Diary I – at the beginning of the workshop
      Mapping Dairy II – upon students’ completion of their IL workshop assignments.
      Sample selection
    • 15. Methodologies
    • 16. Evidences and findings
      Case 1 Unit 1 Mapping Diary I
      Case 1 Unit 1 Mapping Diary II
    • 17. Evidences and findings
      Case 2 Unit 1 Mapping Diary I
      Case 2Unit 1 Mapping Diary II
    • 18. Evidences and findings
      Case 2 Unit 2 Mapping Diary I
      Case 2 Unit 2 Mapping Diary II
    • 19. Evidences and findings
      Case 2 Unit 3 Mapping Diary I
      Case 2 Unit 3 Mapping Diary II
    • 20. Evidences and findings
      Case 2 Unit 4 Mapping Diary I
      Case 2 Unit 4 Mapping Diary II
    • 21. Evidences and findings
      Case 2 Unit 5 Mapping Diary I
      Case 2 Unit 5 Mapping Diary II
    • 22. Evidences and findings
      Case 2 Unit 6 Mapping Diary I
      Case 2 Unit 6 Mapping Diary II
    • 23. Evidences and findings
      Case 2 Unit 7 Mapping Diary I
      Case 2 Unit 7 Mapping Diary II
    • 24. Conclusions
      After the workshop and upon completion of their annotated bibliography assignments, students are able to
      Determine the nature and extent of information needed: brainstorming keywords for searching resources; going back and forth to reshape their writing; narrowing their topic;
      Access needed information effectively and efficiently : using AND, OR, NOT Boolean operator to build effective search strategies; limiting to peer-reviewed journal articles; using a variety of sources
      Evaluate information and its sources critically: successfully completing the annotated bibliography assignment; articulating the source evaluation criteria
      Use information effectively to accomplish a specific purpose: selecting sources that are supporting one’s thesis
      Accesses and uses information ethically and legally: citing sources
    • 25. Future Studies
      Collaborate with discipline faculty and librarians to learn more about
      Hallmarks of a good research paper.
      How instructors expect students to find books and articles for their research papers and assignments?
      Obstacles to successful completion of research papers and assignments.
      Conduct a full scale ethnographical research