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Pre-search to Research: Credo as 'Academic Google'

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Howard University librarians Niketha McKenzie, Kimberly Prosper, and Adia Coleman share their strategy for helping students transition from the open web searching they are accustomed to, toward more rigorous, college-level research. They detail how they use Credo to support the concept of pre-search and build familiarity with research databases. By likening Credo to an “Academic Google,” they have been able to gain buy-in from students while demonstrating the value of authoritative resources. Students have reported feeling less frustrated by the research process, and faculty appreciate that the library is providing a guide that helps students perform better.

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Pre-search to Research: Credo as 'Academic Google'

  1. 1. PRE-SEARCH TO RESEARCH Credo as “Academic Google”
  2. 2. Niketha McKenzie First Year Experience Librarian Adia Coleman Patent & Trademark Librarian Kimberly Prosper S.T.E.M. Librarian Pre-Search to Research: Credo as “Academic Google”
  3. 3. Learning Outcome In this webinar, we will explore how to:  Promote “One-Shot” instruction as a two part workshop.  Incorporate student comfortability and convenience as a tool for student engagement and research buy-in.  Develop a shared platform of accountability for librarians and faculty as partners in student retention and scholarship. Presentation Workflow Phase I: “Pre-Search” |Phase II: “Research” |Phase III: “The Credo Effect”
  4. 4. “Pre-Search” Learning Outcome: Revision “One-Shot” instruction as a two part workshop. Project Information Literacy Findings: College libraries are far larger and more complex than high school libraries. It is daunting to conduct online searches for academic literature for the first time. Most freshmen find their research competencies from high school are inadequate for college work. ________________________________________________ Source: Project Information Literacy Research Report: “Learning the Ropes” | December 4, 2013 | Alison J. Head Niketha McKenzie First Year Experience Librarian
  5. 5. Instructional Problem ? The Credo Solution • A limited number of instructional librarians. • Rethinking ways to improve our first-year instructional framework.Problem • One stop shop for information literacy instruction. • Easily embedded into online courses. • An exceptional workshop reinforcement tool. Credo Solution
  6. 6. InfoLit Modules Process - Instructional Framework Putting Your Skills to Use This interactive presentation will walk you through the process of collecting appropriate resources for use in a research paper or project using open web and library tools. You will also have the opportunity to print or save the materials that you collect throughout the exercise. Hybrid Model Credo provides a variety of library tutorials that focus on the research process, how to write a paper, study skills, and presentation tools and techniques. These tutorials are easily embedded into blackboard and can be used as a reinforcement resource for professors. Pre-search to Research A two part library instruction workshop that focus on research support. In the pre-search workshop students “unpack” their topics and focus on the research process. In the Research Workshop, students explore library databases and other resources to support their informational need. 2 PART
  7. 7. The 4 “P’s” of Pre-search using Credo Process Preparing to Unpack Practice & Play Position Tools: Credo Reference Instructional Videos Tools: Credo Reference Mind map tool Tools: Credo Reference database Research Ready
  8. 8. Position Preparing students to delve into academic research, moving them from K-12 models to scholarly platforms.
  9. 9. “Research” Learning Outcome: To incorporate student comfortability and convenience as a tool for student engagement and research buy-in. Adia Coleman Patent & Trademark Librarian
  10. 10. The 4 “R’s” of Research using Credo Realization Redirecting Refining Reflection
  11. 11. Realization We know that students cannot begin to do their research without being made aware of ALL the resources they will have access to.  Awareness  Resource Matching  Discovery Expansion  Information Need Identification  Time Management  Answers:  WHAT Howard University has…  WHERE resources are located…  HOW to access them…
  12. 12. Redirecting We have the students conduct a simple search on Google using their keyword search terms that they formed in the “Pre-Search Process”. Google Credo as “Academic Google”
  13. 13. Refining - Credo as “Academic Google” Knowing what to look for Tools Related Resources Content Types
  14. 14. Reflection “We do not learn from experience … we learn from on experience.” - John Dewey 01 02 03 04 Students reflect on their KEYWORDS from their brainstorming practice. Students reflect on the visual aid that displays all of the RESOURCES that Howard University offers. Students reflect on their ROAD MAP to give them a navigation into their topics. Students can now feel comfortable with starting in Google and moving to Credo, and knowing what elements to look for.
  15. 15. “The Credo Effect” Learning Outcome: Develop a shared platform of accountability for librarians and faculty as partners in student retention and scholarship. Kimberly Prosper S.T.E.M Librarian
  16. 16. • Strengthens General Education. • Competencies and Student Scholarship. Library Value Added • To expand role as collaborative educational partners. Next Steps The Credo Effect • Cultivate Curiosity in Research. • Increase comfort in academic research and independent learning. Student Voices • Research Improvement in Curriculum. • Alignment to Curriculum. Faculty Buy-In
  17. 17. Student Voices Cultivating curiosity “Most students admitted that they had never used library databases to conduct research. Indeed, most rarely even enter the library to take advantage of the wealth of resources available to them.” Cultivating curiosity requires taking risks and allowing time for student innovation. Steps to flex the curiosity muscle: • Reframe "boring" situations. • Promote Exploration and Experimentation. • Support Questioning.
  18. 18. Student Voices “ I am equally as thrilled with the opportunity to have a second session during which the students will focus on specific databases and have time for searches.” Increase comfort in academic research and independent learning. Steps to achieve independent learning: • Model and release. • Build in time for play and process. • Support student thinking. Increase comfort in academic research
  19. 19. Faculty Buy-In and Engagement Research Improvement in the curriculum “I am so glad that the library is moving in a direction that meets our students where they are and moves them to understand the need for critical thinking using a step-by-step process for researching. In Ms. McKenzie's words, "pre-search for research" is an excellent approach for our students.” Research Improvement in the curriculum: • Use libguides as a collorbative tool for curriculum design and development. • Identify the problems and highlight the library as the solution. • Build respectful relationship with trust and accountability practices.
  20. 20. Faculty Buy-In and Engagement Aligning to Curriculum “Helping the students focus on their topic and what they need to know, i.e. a broad knowledge of their topic and narrowing the topic through the research process fits right into the theory they are reading about in the textbook.” Curriculum collaboration: • Bridging the gap between the information literacy standards and course learning outcomes. • Creating an instructional plan as a collaborative tool for library instruction and faculty buy-in. • Establish a dedicated website for disseminating library resources.
  21. 21. Library Value Added “Most students admitted that they had never used the library databases to conduct research. Indeed, most rarely even enter the library to take advantage of the wealth of resources available to them.” Strengthens General Education Academic Library Impact on Student Learning and Success: Findings from Assessment in Action Team Projects,” Positive connections between the library and aspects of student learning and success: • Students benefit from library instruction in their initial coursework. • Library use increases students success. • Collaborative academic programs and services involving the library enhance student learning. • Information literacy instruction strengthens general education outcomes. • Library research consultations boost student learning.
  22. 22. Next Steps & Action Items “Needless to say, your workshops have transformed the kind of research my students are beginning to conduct and I look forward to having many more students benefit from your instruction in the future!” Facilitate the next steps of transitioning library instruction. • Develop Sessions for professional development. • Improve our team teaching practices. • Increase library resource awareness for faculty and students.
  23. 23. Thank You. QUESTIONS, COMMENTS OR REMARKS?
  24. 24. Join our final Credo in Action Webinar! 10 Creative Activities to Support Student Engagement Using Credo August 30th @ 2PM ET credo.link/action

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