Enabling Access, Assessing Impact: Subject Guides 2.0

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  • 1. Kristina De Voe | Temple University Libraries | Philadelphia, PA
  • 2. Wordle art by Palm Beach Community College Library. Available at http://palmbeachstate.libguides.com/seflin2009
  • 3. but do they impact student work? and what about student learning?
  • 4. the plan
      • Identify a course with many sections and a research component
      • Provide instruction sessions
      • Collect assignments
      • Create, distribute & collect surveys
      • Evaluate assignments
      • Examine surveys
      • Get some answers (hopefully)
  • 5.  
  • 6. Photo by weirdeout. Available via flickr at http://www.flickr.com/photos/weirdedout/2406590192/
  • 7. assignment requirements
    • Identify at least 10 relevant sources
      • must be varied and reflect multiple positions
    • Include in the annotations:
      • an explanation of why you chose the source
      • a brief summary of the source
      • a brief description of how you found the source
      • a summary of the relevant information
  • 8. guides.temple.edu/public_speaking
  • 9. instruction sessions
    • Exposed to the Guide
    • (experimental)
    • Not Exposed to the Guide
    • (control)
    Fall 2009 Spring 2010 Fall 2009 Spring 2010
  • 10. session outcomes
    • Able to critically evaluate retrieved sources and determine if the information meets the need of the research problem (ACRL Standard 2)
    • Able to organize, integrate, and communicate information from a variety of sources to create an annotated bibliography (ACRL Standard 4)
  • 11. data collection Fall 2009
  • 12.  
  • 13.  
  • 14. Experimental Control Total Return Rate Surveys Returned 83 148 231 62.7% Bibliographies Submitted 15 24 39 10.6%
  • 15. annotated bibliography collection and evaluation
  • 16. Beginning (1 point) Developing (2 points) Competent (3 points) Excellent (4 points) Search Tools Used Types of Sources Currency of Sources Authority of Sources Summarization of Source Content Evaluation of Source Relevance Bibliographic Format
  • 17.  
  • 18.  
  • 19. how did students perform?
  • 20. Not a significant difference…?!
  • 21.  
  • 22. survey analysis
  • 23.  
  • 24. Huh?! Wait a minute…
  • 25. I did?! Really?!
  • 26. where would students like to find guides?
  • 27. in the spaces where they already are
  • 28. back to that assignment
  • 29. control group relied more heavily on faculty and librarian expertise
  • 30. what helped make the assignment easier? (librarian visit vs. guide)
  • 31. Librarian Visit Control ~80% agreed or strongly agreed Experimental ~68% agreed or strongly agreed
  • 32. Guide Control ~75% agreed or strongly agreed Experimental ~69% agreed or strongly agreed
  • 33. * * *
  • 34. how do students want to get help?
  • 35.  
  • 36. what we learned
  • 37. … about ourselves
    • Too concerned over naming guides
    • Our rubrics must be more aligned to our faculty’s assignments
    • F2F still matters
  • 38. … about the students
    • Students will use LibGuides when recommended by librarians or faculty
    • Students indicate that they find LibGuides help them succeed on assignments
    • Students appear to struggle with source selection and evaluation
      • How can we use LibGuides to address this?
  • 39. what’s next
  • 40. the distant future
    • Assess Spring 2010 sample and compare
      • Fewer sections, more control
      • Required bibliography submission
      • Examine students’ use of sources more
    • Attempt with distance ed. courses to remove f2f element
    • Usability studies of guides
      • How do we make them more useful?
  • 41. email: devoek@temple.edu slides & data will be avail at: guides.temple.edu/assessLibGuides