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Trying to stop the kids using google greg sheaf hslg conference 2013

Trying to stop the kids using google greg sheaf hslg conference 2013






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    Trying to stop the kids using google greg sheaf hslg conference 2013 Trying to stop the kids using google greg sheaf hslg conference 2013 Presentation Transcript

    • Trinity College Library Dublin, CollegeStreet, Dublin 2Trying to stop thekids using(and get a paper outof it too...)
    • Or…An evaluation of theeffectiveness of informationliteracy training forundergraduate midwives toimprove their ability to accessevidence for practice
    • Greg Sheaf (Trinity College Dublin)Joan G. Lalor (Trinity College Dublin)Mike Clarke (Trinity College Dublin; QueensUniversity Belfast)and over 100 undergrad midwifery studentsfrom TCD. Thanks guys!A study involving…
    • Before westart…
    • Who is this guy?
    • Target audience…• Elements of this presentation were first givento health practitioners at the 13th AnnualInterdisciplinary Research Conference inDublin, November 2012.• …so I had to explain a bit about whatlibrarians do. I thought you’d enjoy looking atthat, hence…
    • Oh, so you’re a librarian?
    • I do love books…Source: Moovida
    • …but I also love the Web!The World Wide Web is brilliant.It gives us access to so muchinformation that used to belocked away or just didn’t exist.For instance:
    • Before the WWW…Source: Anthropomorphised Cat Pictures, Late 19th-Early 20th Century: Louis Wain and HarryWhittier Frees
    • After the WWW…Source: Aww! Kitten Pushes His Adopted Brotherin a Cart
    • Unfortunately there’s more tousing the Web than just findingcat pictures, booking flights andFacebooking…
    • It’s a shame, but you need moreskills...
    • Information Literacy?A set of abilitiesrequiring individuals to“recognize wheninformation is neededand have the ability tolocate, evaluate and useeffectively the neededinformation”“A survival skill in theInformation Age”“It forms the basis forlifelong learning. It iscommon to all disciplines,to all learningenvironments and to alllevels of education. Itenables learners to mastercontent and extend theirinvestigations, becomemore self-directed, andassume greater controlover their learning”
    • Why we didit…
    • BackgroundEntrants to a new direct-entrymidwifery degree wereperforming less ably thanexpected in conductingresearch…
    • What they had got…• They would have only received a tour and a one-hour lecture, giving a general introduction to theLibrary (catalogue, website etc.). Clearly, thiswasn’t enough.• Nursing students got that *and* a one-hourhands-on tutorial (repeated 11 times in theirtutorial groups) on CINAHL in year one, repeatedin year three.• So nurses got a bit more, but not a huge amount.
    • The perception…Source: http://imgur.com/gallery/7sLTM
    • But is thistrue?
    • The CIBER Report• “Information behaviour of theresearcher of the future”, a report byCIBER (UCL Centre for InformationBehaviour & the Evaluation of Research)• Released in January 2008 – we startedat exactly the same time…• ‘Google Generation’ is a myth, says newresearch…
    • The Force is strong in this one…
    • Not only…• The “new report, commissioned by JISC [“the UK’sexpert on information and digital technologies foreducation and research”] and the BritishLibrary, counters the common assumption that the‘Google Generation’ – young people born or broughtup in the Internet age – is the most adept at using theweb. The report by the CIBER research team atUniversity College London claims that, although youngpeople demonstrate an ease and familiarity withcomputers, they rely on the most basic search toolsand do not possess the critical and analytical skills toassess the information that they find on the web.”
    • but also…• “The report ‘Information Behaviour of theResearcher of the Future’ also shows thatresearch-behaviour traits that are commonlyassociated with younger users – impatience insearch and navigation, and zero tolerance forany delay in satisfying their information needs– are now the norm for all age-groups, fromyounger pupils and undergraduates throughto professors.”
    • So…• Students think they are verygood at finding information.• On the whole, they aren’t.• So we (who?) need to helpshow them!
    • What wedid…
    • Source: DATABASE at Postmasters, March 2009
    • What they get *now*…A tour and a one-hourlecture, giving a generalintroduction to the Library(catalogue, website etc.)PLUS…
    • Year One• Development of basic search skills for PubMedand an introduction to the TCD librarycatalogue and other sources (including a littlebit about Google) in general terms. Deliveredby the subject librarian with a subject lecturerpresent.• Two 2-hour sessions in a computer laboratory.Second session is mainly revision.
    • Year Two• Further instruction on PubMed, increasing thecomplexity of the search skills to include setting limitsand selecting certain types of publication. Introductionto the My NCBI function in PubMed, to show how toreceive notices of newly published material.Introduction to CINAHL, because of the large amountof relevant material outside of PubMed with anemphasis on transferable skills rather than learning byrote. Delivered by the subject librarian with a subjectlecturer present.• Three 2-hour sessions in a computer laboratory.
    • Year Three• Introduction to additional functions inPubMed (such as MeSH) and to the CochraneLibrary, in particular the Cochrane Database ofSystematic Reviews. Delivered by the subjectlibrarian with a subject lecturer present;Cochrane session delivered by Mike Clarke.• Three 2-hour sessions in a computerlaboratory.
    • Databases and more…• PubMed• CINAHL• Cochrane Library• Library Catalogue• Google and Google Scholar
    • The nitty-gritty…• Boolean operators – AND, OR and NOT.• Using quotes and advanced Google searches.• Limits and filters.• Saving searches and My NCBI.• MeSH terms and subject searching.• Finding full-text resources.
    • How did weevaluateit?
    • Evaluation• Give students a question, before the firsttraining session for the year and after the lastone. Make them use Firefox as the browser.• Firefox stores its history in a file, so that canbe found (with difficulty!), attached and e-mailed.• A specialist program can then display thosesearches, including any words typed into anysearch boxes.
    • The questionYou are looking for articles on:routine second trimesterultrasound in pregnancy• What do you thing students typed in? Where?
    • Sample search history
    • Evaluation continued• It was eventually decided the search could beevaluated as “poor”, “fair” or “good”, and thiswas tracked from session to session.• For example, a student beginning her second yearwould have been shown PubMed in detail andoverviews of other resources. Therefore theywere evaluated:– PubMed and any other resource accessed: Good.– PubMed only accessed: Fair.– PubMed not accessed: Poor.
    • Evaluation continued• After training involving PubMed andCINAHL, the post-instruction search in yeartwo were categorised as follows:• PubMed and CINAHL accessed: Good.• PubMed, or PubMed and non-CINAHLresources accessed: Fair.• PubMed not accessed: Poor.
    • Evaluation continued• To begin with, we had to pick through all thedata, as not sure what would form theevaluation criteria.• In future, we can use the (new) feature in thesoftware, that can be set to only displayparticular sites. If you know what sites you arelooking for, it’s a LOT quicker.
    • Did it work?
    • Success!Source: Know Your Memes
    • Well, sort of…• Sessions in the first and second years of their undergraduateprogrammes produced the hoped-for improvements, with themajority of students whose searches were rated as poor or fair inthe pre-instruction phase showing better information literacy afterthe sessions: 59 (97%) of the 61 students who were poor or fairpre-instruction in the first and second years combined improved.Among the 27 students whose searches were categorised as goodin the pre-instruction phase in these two years, 17 (63%) remainedgood, 9 (33%) became fair and 1 (4%) became poor.• In general, the improvements were sustained by the start of thefollowing year, with none of the students for whom data areavailable slipping back to poor. This supports the value of thesessions as a means for providing the students with the skills to findthe research they will need for evidence-based practice.• However, by the third year, it would appear that the sessions nolonger provide further improvement.
    • The problems…• Hardware – often PCs would be out of service.• Software – a software upgrade halfwaythrough caused problems.• PubMed keeps changing constantly.• Students – getting so many students to attendso many sessions was problematic.• I’m not a tutor! I have no formal teachingtraining - and sometimes the students and Iwould get exasperated with each other…
    • The successes…• Some students actually seemed to enjoy thesessions!• Brought the School and the Library closertogether.• An excellent way to build rapport betweenstudents and the Library (and me, as theirlibrarian) – they seem to think of me as “theirs”.• Students far more likely to seek help and advicefrom me now.• …and they now use PubMed rather than Google (Ihope…).
    • The paper…• An evaluation of the effectiveness ofinformation literacy training forundergraduate midwives to improve theirability to access evidence for practiceJ.G. Lalor et al.Nurse Education in Practice, Volume 12, Issue5, September 2012, Pages 269-272Plus hopefully more to come!
    • This was not my idea!• The push to provide this intervention, and towrite it up as a paper, came from the tutors. I’mglad we did it, but it was a LOT of hard work.Thankfully, Joan has written numerous papersand took the lead on this one, and Mike is wellversed in analysing data and statistics.• Notice this is published in a health sciencesrather than library journal – so otherpractitioners may see it 
    • The Future…Source: Memory Alpha
    • This is great, but…• It is scalable? This works wellfor 40 students at a time, buthow about 240?• Can we use *elements* of itwith other students?• Can we use screencasts orother technology?
    • Why don’t they get better in 3rdyear?• We recently tested the current 3rd year to seewhat would happen…• A cursory look at the data seems to suggestmost are forgetting to search Cochrane,despite us having given them a two-hoursession on it only a fortnight before!• Most DO search PubMed and CINAHL. Sowe’ve been successful in that respect.
    • Can we do something different?• We need to work out if it makes sense to workharder to get the knowledge retained in 3rdyear, or if we should remove elements, or ifthe six hours would be better spent doingsomething completely different…
    • Thanks foryour attention!
    • Anyone?