People Make Research Guides


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This is the slideshow that was used during the CARL 2010 Conference at the Friday afternoon session called "People Make Research Guides" with presenters Jacqui, Jade and Kathlene.

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People Make Research Guides

  1. 1. People Make Research Guides: Transforming the Boundaries of Librarianship By Jade G. Winn, University of Southern California Jacqui Grallo, California State University, Monterey Bay Kathlene Hanson, California State University, Monterey Bay
  2. 2. Introduction • Presenters •Topic Introduction • Growth • User centered • Librarian as part of information package
  3. 3. Software Introduction •Springshare •Library a la Carte • Customizable/specific • Web 2.0 integrated • Statistics • Photo
  4. 4. Institutional Differences & Potential Impact •Age •Size •Graduate & International Students
  5. 5. Subject Specialist Librarians •Personalized library •Collection development •Traditional resources & web-based resources •Instruction/Pedagogy •Collaborations
  6. 6. Librarian as Piece of the Information Resource Package •Knowing your librarian •Departmental acceptance •Student interactions •Reference •You become a resource!
  7. 7. Intellectual Property and Academic Freedom •Open the conversation •Who owns research guides? •Content restrictions?
  8. 8. Best Practices at USC • •Resource selection •Outreach •Instructional practices •Using statistics
  9. 9. Library a la Carte • Open-source • Free but not free • Modular design • 2.0 ready • Dynamically-created
  10. 10. Subject Specialist Librarians • Collection development • Instruction • Collaboration • Workload
  11. 11. Learner-centered Design
  12. 12. "Kuhlthau's work shows us that there is a critical need, at a unique time in the search process, for a specific level of mediation that the research guide can provide, and it brings us much closer to an understanding of the user's needs." Hemmig, 2005
  13. 13. “…students fail to find available guides or, if found, fail to use the guides effectively.” Reeb & Gibbons, 2004
  14. 14. “The concept of disciplines is not usually part of a student's mental model; therefore, the collocation of resources by discipline is not recognized.” Reeb & Gibbons, 2004
  15. 15.
  16. 16. Appropriate, Logical Access Points • Course prefix tags • Subjects/disciplines • Articles & Databases page • Other guides
  17. 17. Web users seek „trigger words‟ in Web links. “When the trigger words match the user's goals, they find those words right away and the links make them more confident that they are going to find their content.” Reeb & Gibbons, 2004
  18. 18. Design Principles • No jargon! • Limited text • Selectivity • Recognizability • Transparency
  19. 19. Applying The Seven Principles for Good Practice in Undergraduate Education Chickering & Gamson, 1991
  20. 20. Good practice… • Encourages student/faculty contact • Encourages cooperation among students • Encourages active learning • Gives prompt feedback • Emphasizes time on task • Communicates high expectations • Respects diverse talents and ways of learning
  21. 21. Guides as Learning Objects
  22. 22. “Learning objects are a new way of thinking about learning content. Traditionally, content comes in a several hour chunk. Learning objects are much smaller units of learning, typically ranging from 2 minutes to 15 minutes.” Beck, 2007
  23. 23. Guides as Learning Objects • Self-contained • Reusable • Can be aggregated • Tagged with metadata
  24. 24. Selective Bibliography Beck, R. J. (2007). What are learning objects? Retrieved April 7, 2010, from Chickering, A. W., & Gamson, Z. F. (Eds.). (1991). Applying the seven principles for good practice in undergraduate education. San Francisco: Jossey-Bass. Hemmig, W. (2005). Online pathfinders: Toward an experience-centered model. Reference Services Review 33(1) 66-87. Nichols, J. (2009). Library à la Carte: Research and course guides made to order. C&RL News 70(5). Retrieved March 31, 2010, from arte.cfm Reeb, B., & Gibbons, S. (2004). Students, librarians, and subject guides: Improving a poor rate of return. portal: Libraries and the Academy 4(1), 123-130. Retrieved March 31, 2010, from ml
  25. 25. Activity 30 minutes
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