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Partnering with Business Faculty for Information Literacy Instruction
 

Partnering with Business Faculty for Information Literacy Instruction

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Find out how a program of targeted instruction and research consultation-- with pre- and post-tests for comparison-- improved business students' information literacy skills. Presented at GaCOMO12 by ...

Find out how a program of targeted instruction and research consultation-- with pre- and post-tests for comparison-- improved business students' information literacy skills. Presented at GaCOMO12 by LouAnn Blocker and Rod Bustos.

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  • This is mile 42 of an 8 hour ultramarathon
  • We analyzed the results for undergraduate and graduate student for two semesters: Fall 2011 and Spring 2012. The total number of students who took the tests were 111 undergraduate and 29 graduates.
  • Students already had a good idea of their obligations to cite sources and attribute them properly. The change in the number who use print resources was insignificant. In working with students personally, I was discouraged by the number who shy away from using print books, though that was encouraged in class. There was a small increase in the number who asked their instructor or another student what they would use, more prevalent among the undergraduate group.
  • There were two other sections of Management 3500 taught in Fall and Spring, the undergraduate students. They did not take the pre and post test, but they were free to ask questions and come for consultation. The total number of those students for both semesters was 142. So, about half of them asked for help of some kind from me. I don’t know how many took advantage of the general reference desk service.

Partnering with Business Faculty for Information Literacy Instruction Partnering with Business Faculty for Information Literacy Instruction Presentation Transcript

  • Presented by LouAnn Blocker & Rod BustosOctober 5, 2012
  •  Academics ◦ More than 50 programs of study leading to associate, bachelor, master, and specialist degrees, as well as a paralegal certificate and cooperative doctorate. Faculty and Staff ◦ Over 200 full-time faculty, ◦ Full-time staff, approximately 300. Total enrollment: Approximately 6,900 students
  • EnrollmentFull Time Enrollment, Undergraduate 1,081Full Time Enrollment, Masters 77Part Time Enrollment, Undergraduate 549Part Time Enrollment, Masters 119Field/Discipline Full-Time Part-Time Evenings and weekendsAccounting X X XCIS / MIS X X XFinance – incl X X XbankingManagement X X XMarketing X X X
  •  Working on improving writing and research skills of their students Upper division theory of management course added a term paper to requirements
  •  LouAnn met Dr. Slade at new faculty breakfast (2010) and this led to discussions and ideas for collaboration. Spring 2011: 2 instruction sessions for Dr. Slade’s MGMT 3500 section – one for group article assignment and one for term paper, plus consultation opportunities Fall 2011: Course LibGuide launched
  •  Fall 2011: Rod began working with graduate students in MGMT6510 (Managerial Leadership) and BUSA6950 (Healthcare Policy and Ethics) Fall 2011: Launched LibGuides for both classes Fall 2011: Instruction session for BUSA6950; research assistance by appt for MGMT6510 Spring 2012: added MGMT 3540 to instruction and testing
  •  Summer 2011: Blocker, Bustos & Slade collaborated on developing an information literacy pre and post test Conducted literature review of business information literacy assessment projects Adapted a test developed by Cooney and Hiris and obtained permission to use their work
  •  Fall 2011, Spring 2012, Summer 2012 – administered pre and post tests Continued instruction and opportunities for consultations.
  •  3 demographics questions 5 questions on using library resources 3 internet use questions 4 citation/plagiarism questions 2 general information skills questions
  •  Comfort levels rose. Number of students who have never used the library for assignments fell to zero. Number who used library databases for assignments doubled. Number asking for help in-person or by email from the Reference department rose by 1/3. Number who used library databases from home rose by 1/3.
  •  Students already familiar with style manuals Little change in fair use/citing requirements Library print resource use Use of the internet to find resources Asking for help from library staff to choose a database
  •  LouAnn (undergraduate) Finding Citation Topic Scholarly Totals Resources Help Help vs Popular In- 8 4 4 0 16 Person Email 54 3 14 3 74 Rod (graduate) Finding Citation Topic Scholarly Totals Resources Help Help vs Popular In- 7 0 8 0 15 Person Email 14 1 5 0 20
  •  Keep your eyes and ears open for collaboration opportunities Designing assessment activities is not difficult Enlist help from others to tabulate and analyze data What you do makes a difference!
  •  Undergraduate LibGuides ◦ http://guides.aug.edu/mgmt3500 ◦ http://guides.aug.edu/mgmt3540 Graduate LibGuides ◦ http://guides.aug.edu/mgmt6510 ◦ http://guides.aug.edu/busa6950
  •  Cooney, Martha. “Business Information Literacy Instruction: a survey and progress report.” Journal of Business and Finance Librarianship 11(1) 2005: 3-25. Cooney, Martha and Lorene Hiris. “Integrating information literacy and its assessment into a graduate business course: a collaborative framework.” Research Strategies 19 (2008):213-232.
  •  Detlor, Brian et al. “Learning outcomes of information literacy instruction at business schools.” Journal of the American Society for Information Science and Technology March 2011: 572-585. O’Connor, Lisa G. et al. “Assessing Information Literacy skills: developing a standardized instrument for institutional and longitudinal measurement.” ACRL Tenth National Conference, March 15-18, 2001.
  •  LouAnn Blocker (lblocke1@aug.edu) Rod Bustos (rbustos2@aug.edu)