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Parker hillyer nla_2011-09302011
 

Parker hillyer nla_2011-09302011

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    Parker hillyer nla_2011-09302011 Parker hillyer nla_2011-09302011 Presentation Transcript

    • Nora HillyerBusiness, Engineering, Science Librarian Linda L. Parker Social Sciences Librarian Lola Gilbert Dual Enrollment Coordinator Victoria KennelPsychology Graduate Teaching Assistant 1
    • LAPTOP OR TABLET USERS: Use m.smspoll.net for responses to our questions. (Pick United States and type VOTE XXXX)SMARTPHONE USERS: Text VOTE XXXX TO 52627 2
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    • RESEARCH QUESTIONS: • Are first-year students more information literate than undergraduate transfer and/or graduate students new to UNO? • What information literacy skills do the undergraduate transfer and new graduate students bring to UNO? 6
    • Study Participants STUDY GROUPS • STUDY GROUPSIndividuals who had taken the Digital natives Individuals born between 1982 and 2002Information Literacy Assessment – “Next-Gens”, “Millennials” * • STUDY GROUPSstudentsduring English Composition course Entering (F2009, S2010, F2010) English Composition II students – mostly first year college studentsIndividuals who received link to Digital natives Individuals born between 1982 and 2002Information Literacy Assessment – “Next-Gens”, “Millennials” * Digital immigrants Individuals born before 1982 – experience a digital divide* Undergraduate Students who have transferred to UNO transfer students from another university or college. Graduate students Students enrolled in a UNO graduate program AND who have never attended UNO before. 7
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    • METHODOLOGY: • Developed an online survey using SurveyMonkey • Administered survey by e-mailing link to participants • Survey sections: • Demographics – Age ranges : 18-22; 23-30; 31-40; 41-50; 50+ – College – Affiliation: Graduate/Undergraduate • Information Literacy Skills Assessment – Allowed comparisons to existing data from ENGL Comp II survey • Learner behavior/perceptions using some questions taken from the Sample Survey by Char Booth 9
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    • Information Literacy Test Scores 2011 - Study Population Average Scores 25 24.48 24.5 24 23.5 Average… 23.06 23 22.5 22 Graduate Transfer UG 11
    • Information Literacy Test Scores Study Population compared to English Composition II Students 25 23.71 20 19.31 19.84 18.48 15 Average… 10 5 0 2011 Study IL-F2009 IL-S2010 IL-F2010 12
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    • ANECDOTAL DATA: What did you find most useful in the library instruction? “Yes, it was boring, but I know that it will help with my research for my papers at a later time.” “I found that the introduction to all the possible databases the most helpful.” “I like how they taught us how to use the search engines more effectively. I never knew how to use them correctly. It helped a lot on the research part of my paper!” List suggestions to improve library instruction. “Add a little more spice to the presentation. Keep us entertained and excited.” “Use of 3D and/or explosions.” “Maybe half way through the major paper, using a class period to make sure everyone is using the search engines right.” 14
    • ANECDOTAL DATA: What did students learn? “I learned how to use Lexis Nexis and EBSCO well.” “I found out the hard way that I can’t research on my own.” “…that the library is not just for nerds.” 15
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    • Students with HIGHER information literacy test scores… Are MORE LIKELY to: Start their research using… Find using the following resources easy… Find HIGH QUALITY information in… The Library Catalog AND Article Databases 17
    • Students with HIGHER information literacy test scores… Are LESS LIKELY to: Start their research using… Find using the following resources easy… Find HIGH QUALITY information in… Google and Asking Family / Friends 18
    • FINDINGS COMPARABLE TO OTHER STUDIES:Students in age groups 18 – 22 and 23 – 30 are significantly less likely to start theirresearch by asking a librarian.Students 18-22 are more likely to start their research by asking family/friends orGoogle.Undergraduates are significantly more likely to use the library (computers, study orsocialize) than graduate students. 19
    • Library Instruction Impact UG Transfer and New Graduate Students Start Research Using: Library catalog and databases Ask an Instructor Ask a librarian Feel comfortable doing the following: Narrow a research paper topic Use appropriate subject terms for searches Know which databases to use for a topic Find quality information on the Internet 20
    • RESEARCH QUESTION ANSWERS:• Are first-year students more information literate than undergraduate transfer students and/or graduate students new to UNO?• What information literacy skills does the study group bring to UNO? 21
    • FUTURE & SUMMARY: Strategic goals for information literacy instruction – Reinforce the need for library instruction AND expand lower level instruction to include other disciplines (history, business, political science, etc. ) – Emphasize journal and book citations  How to interpret  How to write – Implement more engaging and innovative techniques in teaching  Social media  Mobile technologies 22
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    • ACKNOWLEDGEMENTS: – Char Booth, 2009, Informing Innovation: Tracking Student Interest in Emerging Library Technologies. http://www.ala.org/ala/mgrps/divs/acrl/publications/ digital/ii-booth.pdf – Alison J. Head, PhD. and Michael B. Eisenberg, PhD., 2010, Project Information Literacy - Truth be Told: How College Students Evaluate and Use Information in the Digital Age, http://projectinfolit.org/publications – Victoria Kennel, Psychology Graduate Teaching Assistant, University of Nebraska at Omaha – University of Nebraska at Omaha, Office of Institutional Research 25
    • REFERENCES: Chestnut, M. T., Henderson, S. M., Schlipp, J., Zai, R. I., II. (2009). Value-added library resources and services through Blackboard. Kentucky Libraries, 73(1), 6- 12. Dale, C., & Pymm, J. (January 01, 2009). Podagogy. Active Learning in Higher Education, 10, 1, 84-96. Herring, S. D., Burkhardt, R. R., & Wolfe, J.L. (2009). Reaching remote students: Athens State University’s electronically embedded librarian program. College & Research Libraries News, 70 (11), 630-633. Lillard, L.L., & Dinwiddie, M. (2005). If you build it, they will come, but then what?: A look at issues related to using online course software to provide specialized reference services. Internet Reference Services Quarterly, 9 (3), 135-145. doi: 10.1300/J136v09n03_10 Madge, C., Meek, J., Wellens, J., & Hooley, T. (June 01, 2009). Facebook, social integration and informal learning at university: It is more for socialising and talking to friends about work than for actually doing work. Learning, Media and Technology, 34, 2, 141-155. Alison J. Head, PhD. and Michael B. Eisenberg, PhD., 2010, Project Information Literacy - Truth be Told: How College Students Evaluate and Use Information in the Digital Age, http://projectinfolit.org/publications 26
    • CONTACT US:Nora Hillyer nhillyer@unomaha.eduLinda Parker lparker@unomaha.edu 27