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Citation Searching
- 1. Citation Searching: a presentation for UVM Libraries Graham Sherriff December 11, 2014
- 2. Looking for Oswald Cooper
- 3. ACRL Information Literacy 2000 Standards: 1.2. on understanding the production and organization of information 2.1. on formulating an appropriate research plan 3. on evaluating information and its sources 2014 Framework (draft 3): Authority is Constructed Information Creation as a Process Information has Value Research as Inquiry Scholarship is a Conversation
- 4. Searching, browsing or mining?
- 5. Design goals Effective learning: video tutorials • Mayer’s “multimedia principle” • styles of learning • Cognitive Load Theory • confirmed by data Effective learning: interactive tutorials • Active Learning Theory • Cognitive Load Theory • Sweller’s “Completion Effect” • research needed Maximum return on investment • time, money, skills • versatility Florida engineering students, 1944.
- 6. The video: on Vimeo
- 7. The tutorial: on EDpuzzle
- 9. Production notes Content: how much detail? Audio: pace voiceover for millennials or for diverse needs? Interactivity: which platform?
- 10. Production notes: video tutorial
- 11. Reflections Effective learning • Learners will demonstrate their ability to apply the principal methods of citation searching to find additional sources relevant to their topic. • Student feedback Return on investment • Low costs … high returns?
- 12. Sources & Credits References: Booth, C. (2011). Reflective teaching, effective learning: instructional literacy for library educators. Chicago: American Library Association Editions. Mayer, R. E. (2001). Multimedia learning. Cambridge; New York: Cambridge University Press. Mery, Y., DeFrain, E., Kline, E., & Sult, L. (2014). Evaluating the effectiveness of tools for online database instruction. Communications in Information Literacy, 8(1), 70–81. Oehrli, J. A., Piacentine, J., Peters, A., & Nanamaker, B. (2011). Do screencasts really work? Assessing student learning through instructional screencasts. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/national/2011/papers/do_screencasts_work.pdf Pressley, L. (2008). Using videos to reach site visitors: a toolkit for today’s student. Computers in Libraries, 28(6), 18–22. Images: “De Land pool. Aircraft construction class…” at http://www.loc.gov/pictures/item/oem2002004051/pp/ “Down in a Colorado gold mine--taking out ore, Eagle River Canyon, Colorado, U.S.A.” at http://www.loc.gov/pictures/item/97509719/ “edit_room1” at http://www.meda201.medadada.net/wp-content/uploads/2012/03/edit_room1.jpg “objects in mirror” by Constance Abram at https://www.flickr.com/photos/constance182/4697778898 “Oswald Cooper 1” at http://luc.devroye.org/oswald-cooper-1-226x300.jpg “Scream” at https://daveandhiscriticisms.files.wordpress.com/2011/05/scream.jpg “Selections from My CD Collection (Various)” by Jazz Guy at https://www.flickr.com/photos/flickr4jazz/14452530063
Editor's Notes
- Assignment: how to use one relevant research article to locate additional scholarship. First decision: which aspect? access points with controlled vocabulary and authority control, “find related”… citation searching Oswald Cooper: Pet Sounds, Payless Shoe Source, Cheers - citation searching was fresh in my mind as an effective and neglected strategy
- What is the correlation? Fit with 2000 ACRL Standards is problematic, did not help me to see how citation searching fits into the research process or the IL body of knowledge. 1.2. on understanding how information is organized and published [vague] 2.1. on selecting appropriate research plan [defines search strategy as using language-based systems] 3. on evaluating information and its sources [defines evaluation in terms of information’s credibility, not the relationship between two sources] ACRL Framework 2014 (draft 3): Frames make fit clear, in multiple contexts. Show the value of citation searching, its role in developing research skills and information literacy, how it can fit with instruction in broader concepts and critical thinking. Authority is Constructed Information Creation as a Process (characteristics of format) Information has Value (crediting others) Research as Inquiry (variety of methods) Scholarship is a Conversation (an ongoing practice with changes in perspective over time) draft 2 suggested exercises including “Have students select a seminal work on a topic, and then identify sources that preceded and continued the conversation, analyzing the impact of the seminal work on the field.”
- For me: current project to develop suite of instructional videos using Camtasia opportunity to use and extend my skills in video design and technical development learned more about audio recording, jump cuts vs transitions, panning, etc For students: combination of video and audio accommodates different styles of learning (aural, visual, dynamic, textual). Videos are accessible to learners with a preferred or dominant style of learning, or those who have an impediment affecting one mode of processing information, eg. ESL and the hearing-impaired combination more effective than single element (Mayer’s “Multimedia Principle”) student control (eg. rewinding and replaying at own convenience and discretion), visual cueing and organization of information (eg. spacing, pausing) reduce cognitive load For instructor: low investment: inexpensive, relatively intuitive to learn and use, can be made as quickly as needed (minutes or months) important because literature strongly advises against making high-investment, “built to last” videos - consistency of information, across time and across library(ies) - scalability: can be delivered widely and incorporated into instruction of multiple students/sections/courses - versatility: can be accessible 24/7, can be used for in-person, online or flipped instruction; can be embedded in courseware
- Hosting: centralized location, accessible from library homepage, with links on all relevant pages and platforms (centralized links and embed codes for research guides, courseware, etc) YouTube for visibility and social media functions Vimeo for higher resolution and no ads … but we’re not done yet. For maximum versatility and enhanced learning experience, I want the video to also perform as an interactive tutorial.
- Questions: need to be authentic but simple DOAJ confusing, would normally use go-to research database like Academic Search Premier Platform: EDpuzzle for ease of design, ease of use, free access Data confidentiality Fair use?
- Parameters a pared-down version of Char Booth’s template in Reflective teaching, effective learning helps to clarify and plan, especially identifying assumptions and potential obstacles Scenario Learning objects can absorb significant investment of time, skill acquisition and development Need for versatility: use by the largest number of people in the broadest variety of situations I envisaged this learning object as one that could be used both off-the-shelf by students …. reference librarians … departmental faculty … instruction librarians … AND customized easily as an interactive tutorial
- Content: I had selected citation searching from the various ways of using research articles to find more sources. This enabled me to design a 2-3 minute video describing what to do, when to do it and how to do it: fitting with student expectations (simple, straightforward, informational) … minimizing cognitive overload … … and following best practices suggested by Pressley: focus on a specific skill, applied in a generalized context; critical thinking & in-depth instruction, especially subject-specific application, should be left for in-class, in-person instruction. Scripting: - storyboard with audio: helps to refine explanations, add closed captioning, and make future revisions - wording: piloted with students; “searching”, “browsing” or “mining”? Audio: pace for YouTube millenials or for diverse needs?
- Did I achieve my goals as a designer? versatility low investment of money, time, technological skill effectiveness… Did we achieve Learning Outcomes? Student feedback: faculty member reviewed storyboard and was uncertain about narrative; fully understood the video and tutorial Sophomore: tutorial was clear – clearer than when a professor had tried to explain something similar Junior: very confused by DOAJ – found articles without references! What could be improved? audio: conversational tone; student project for different voice