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Merlot 2009


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  • 1.
    • Mark Vargas, Library Director
    • Anne Buchanan, Assistant Librarian
    • Saint Xavier University Library
    • Building and Strengthening Upper Level
    • Research Skills with Captivate Tutorials
  • 2. Purpose of the Session
    • Provide overview of the research skills of SXU students
    • Review common research problems
    • Use of tutorials as assignments to raise information-literacy
  • 3. Research Skill = Information Literacy
    • The ability to find, evaluate, and use information
    • It is NOT computer literacy
    • It is NOT media dependent
  • 4. If students were research (information) literate they could…
    • Understand the scholarly, peer-reviewed process
    • Find and use resources appropriate for their classroom assignments
    • Conduct all their academic research without using Google or Wikipedia
  • 5. What is the Current State of Information Literacy?
  • 6. Librarians’ Perspective
    • Librarians were aware of problems
    • No chance for a library research course
    • Limited role in general education classes
  • 7. Observations from the Library
    • Limited awareness of the scholarly, peer-review process
    • Perceived research skills exceed actual capabilities
    • Students, at all levels, have difficulties finding
      • books
      • journals, whether in print or online
      • the appropriate database to use
  • 8. ICT
    • ETS offered Information and Communication Technology exam beginning in 2005
    • Library funded the exam the first two years
    • Now called I-Skills, and supported by SXU
  • 9. What the ICT does
    • Compares results from SXU students with those of peer nationwide
    • Is not a computer-skills test
  • 10. Seven ICT Proficiencies
    • Define: The ability to use ICT tools to identify and appropriately represent an information need.
    • Access: The ability to collect and/or retrieve information.
    • Manage: The ability to apply an existing organizational or classification scheme.
    • Integrate: The ability to interpret and represent information.
    • Evaluate: The ability to determine the degree to which information satisfies the needs of the task in ICT environments.
    • Create: The ability to generate information by adapting, applying, designing or inventing information in ICT environments.
    • Communicate: The ability to communicate information properly in its context of use for ICT environments.
  • 11. ICT Results
    • SXU students performed well below the national average in three categories; just met average in the other categories
    • Gave the Library quantitative data to make this a major issue
  • 12. Common Instructional Problems
  • 13. Major Environmental Changes
    • We learned in an age of limited information
    • Students have access to levels of information beyond anything we could dream of in graduate school
    • Library now has information resources impossible to obtain just a few years ago
  • 14. Common Problems…
    • Library assignments often don’t have a clear learning objective
        • Students don’t know why the assignment is made
    • Assignments don’t match the research skills of the students
        • Assignments are often too esoteric or too complex, especially for freshmen and sophomores
  • 15. Use of Captivate Tutorials to Improve Information Literacy
  • 16. Tutorial Purposes
    • Built-in assessment
    • Standardize instruction on scholarly, peer-review process
    • Instruction as homework rather than in-class
    • Reduce duplicate instruction; reach more students
  • 17. Tutorial Interactivity
    • Must engage students
    • Students choose info options
    • Students must input data, make choices, take quizzes
    • Must be completed by average student in about 15-20 minutes
  • 18. Examples of Tutorials
    • Scholarly, peer review sources
    • Research v. review, abstracts, keywords
    • Finding primary research materials
    • Specialized nursing research
    • Evaluating statistical data
    • SWOT analyses
  • 19. Testing Process
    • Initial tutorials tested on fellow librarians and staff
    • Drafts tested by complete classes
    • Continual tweaking based on feedback
  • 20. Feedback
    • Students
      • #1 question: why didn’t I get this sooner?
      • Very helpful in understanding research concepts
    • Faculty
      • Very useful as homework assignments
      • Less class time needed for library instruction
  • 21. What’s Next?
    • Library is implementing Worldcat Local service, integrating all research into one interface
    • Tutorials to emphasize evaluating and understanding data, not finding it
    • Expand faculty requiring the tutorials