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Celebrating undergraduate research at York University - Sophie Bury, Dana Craig & Sarah Shujah

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Presented at LILAC 2016

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Celebrating undergraduate research at York University - Sophie Bury, Dana Craig & Sarah Shujah

  1. 1. CELEBRATING UNDERGRADUATE RESEARCH AT YORK UNIVERSITY Insights into Students’ IL Skills & Future Directions for Instruction
  2. 2. AGENDA 1. What & How □ Activity: How do you celebrate Undergraduate Research (UR)? 2. IL Abilities: What did we learn? 3. Looking forward □ Activity: ACRL IL Framework and IL Award Questions
  3. 3. 1. UNDERGRADUATE RESEARCH FAIR What is it? How did we do it?
  4. 4. OUR JOURNEY IL Award Student eJournal UR Fair
  5. 5. DEMOGRAPHICS Social Sciences Humanities Health Sciences Environmental Studies Fine Arts THE FAIR AT A GLANCE GENERAL INFO Applications : Accepted (2:1 @ A or higher) Mostly upper level, although… The number of IL applications is increasing
  6. 6. 4400$That’s a lot of award money 100%Total success! ~57 participants 7+ awards And a lot more faculty, family, and friends 2016
  7. 7. WHY CELEBRATE UR? ○ Strategic priority ○ Institutional profile ○ Profiles library role ○ Experiential education ○ Students’ writing, presentation and IL skills ○ Scholarly publication and dissemination ○ Career goals and/or graduate school ○ Growing trend in higher education (Jones & Canuel, 2013; Hensley, Shreeves & Davis-Kahl, 2014)
  8. 8. BONNET ET AL. Contributes unique findings to what is known about the apprentice undergraduate researcher. MAIN STUDIES ERIAL / PIL Studies Studied undergraduate students at large.
  9. 9. ERIAL / PIL Undergraduate students are: ○ Digital natives ○ Pragmatic and self sufficient ○ Rarely use new sources ○ Lack Boolean understanding ○ Seek faculty help ○ Rarely seek librarians’ help
  10. 10. BONNET ET AL. Apprentice undergraduate researchers are: ○ Not just about grades ○ Invested in research ○ Use wide range of sources and tools ○ Ability to critically evaluate sources ○ Rely on librarians’ research help
  11. 11. HOW DO YOU CELEBRATE UR? Activity 1: On a sticky note write your institution and how you celebrate undergraduate research?
  12. 12. ACTIVITY 1: HOW DO YOU CELEBRATE UR?
  13. 13. 2. IL ABILITIES What did we learn from our study?
  14. 14. RESEARCH QUESTIONS
  15. 15. PRIMARY GOALS To investigate high achieving students’ IL skills: ○ strengths ○ gaps ○ similarities to other studies ○ IL and reference help significance
  16. 16. IL AWARD QUESTIONS Identify Describe strategies that you used to search for relevant resources for this research project. For example, outline why you chose specific databases or other search tools/engines available at the library or beyond it, provide examples of keyword searches used, and approaches you applied to develop or refine your search strategies as your research progressed etc. Please be as detailed as possible. Evaluate Describe strategies that you used to select the relevant types of resources for this research project and explain how this may have influenced your decision to use them. (i.e. relevance, currency, authority, purpose/point of view, scholarly vs. popular, peer-reviewed, primary vs. secondary sources etc.). Services How did you use library services and/or library resources for this research project? (i.e. Did you consult with a librarian or archivist? Did you use the library catalogue to find your resources? Did you use virtual library help? Did you attend library drop- in sessions or library classes? Did you use LibGuides/Research Guides? What new library services and /or resources did you learn about in conducting this research project?)
  17. 17. “ I used Google Scholar for articles I could not retrieve easily from York’s databases. HOW STUDENTS SEARCHED
  18. 18. Students seldom demonstrate that they understand Boolean. KEYWORDS & BOOLEAN
  19. 19. Students’ ability to critically think about information is evident. Students are influenced by the fact that assignments call for scholarly sources (Ganley, Gilbert, & Rosario, 2013). CRITICAL THINKING ABOUT INFORMATION SOURCES
  20. 20. Students ability to think critically about information is evident. CRITICAL THINKING ABOUT INFORMATION SOURCES
  21. 21. “As a first year student, I was very confused on how to use library services. My professor arranged a session where a library representative came to one class to lecture us on research skills...I believe this session was extremely important to me as I felt I could tackle the research paper easily. LIBRARY ROLE IN HELPING WITH RESEARCH
  22. 22. ROLE OF IL Did IL and/or research help play a significant role in terms of students’ performance on IL award submissions?
  23. 23. CHI SQUARE TEST Ranking Yes IL/Reference Help No IL/Reference Help Good 31 8 Average 22 14 Poor 7 11 TOTAL 60 33 p = 0.01
  24. 24. SUMMARY OF OUR FINDINGS Strengths Gaps In Common With Other Studies Rarely use new sources PIL/ERIAL Self-sufficient PIL/ERIAL Seldom demonstrate Boolean and subject heading understanding PIL/ERIAL (Head, 2010; Duke & Asher, 2012; Kolowich, 2011) Seek library help Bonnet et al., 2013 Ability to critically evaluate Bonnet et al., 2013; Ganley, Gilbert, & Rosario, 2013 Lack understanding of publisher role Jones & Canuel, 2013
  25. 25. 3. LOOKING FORWARD Future implications
  26. 26. IMPLICATIONS FOR INSTRUCTION ○ Avoid library jargon (i.e. library catalogue) ○ Discovery Layer ○ Flipped classrooms ○ Librarian reference and IL is beneficial ○ Intentional integration of IL threshold concepts ○ Embedded librarians to foster higher order IL skills
  27. 27. ACRL IL FRAMEWORK Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
  28. 28. THRESHOLD CONCEPTS Authority Is Constructed and Contextual Information Creation as a Process Information Has Value Research as Inquiry Scholarship as Conversation Searching as Strategic Exploration (Souce: http://silenceandvoice.com/)
  29. 29. “ ...I accessed tools like the “Oxford Dictionary of National Biography” to find background information on important authors of travel handbooks... I quickly discovered, though, that these databases were more suitable for natural sciences students, and that I was looking at the politics of the environment, not the science of it. ...I critically analyzed my primary sources to create my own argument, and contrast it to what other scholars had said earlier...I needed to critically analyze a variety of different texts, so that I could hear different voices and perspectives. ...many authors also mentioned important books Victorians would use when they travelled...This intrigued me and I started looking for the actual sources mentioned by the secondary source authors. AWARD WINNERS ABILITIES RELATIVE TO THRESHOLD CONCEPTS Information Creation as Process Authority is constructed and contextual/Scholarship as conversation Research as Inquiry Searching as strategic exploration
  30. 30. IL AWARD QUESTIONS Activity 2: Thinking about the ACRL IL Framework, what questions would you develop for an IL Award?
  31. 31. CONCLUSION Celebrating UR We heard from you and you heard from us on how we celebrate undergraduate research. In our experience collaboration is key! Research Questions We took a closer look at high achieving students IL abilities and the implication for instruction. Role of IL Is IL instruction on target? Yes, according to our research, IL instruction and reference is making a difference to students’ IL abilities. Librarians should focus on targeted and strategic teaching IL Framework We looked closer at the IL abilities of award winners relative to the ACRL IL Framework and its constituent threshold concepts. Library has a role with developing IL skills as a discipline in itself. IL Award Questions We asked you to think about the threshold concepts while developing IL Award questions. Next Steps We’ll take your feedback to develop new IL Award questions and continue to analyse IL abilities of high achieving students to further understand implications for instruction.
  32. 32. REFERENCES ○ Bonnet, J. L., Anderson Cordell, S., Cordell, J., Duque, G. J., MacKintosh, P.J., & Peters, A. (2013). The Apprentice Researcher: Using Undergraduate Researchers' Personal Essays to Shape Instruction and Services. portal: Libraries and the Academy 13(1), 37-59. ○ Duke, L.M., & Asher, A.D. (2008). The Information Behaviour of the Researcher of the Future [CIBER Briefing Paper]. College Libraries and Student Culture (Chicago, IL: American Library Association, 2012), 80; CIBER. Retrieved on July 21, 2015 from: http:// www.webarchive.org.uk/wayback/archive/20140614113419/http://www.jisc.ac.uk/media /documents/programmes/reppres/gg_final_keynote_11012008.pdf ○ Foster, N. (2014). Information Literacy and Research Practices. Ithaka S+R. Retrieved from: http://www.sr.ithaka.org/wp- content/uploads/2014/11/SR_Briefing_Information_Literacy_Research_Practices_20141113.pdf ○ Ganley, B.J., Gilbert, A., & Rosario, D. (2013). Faculty and Student Perceptions and Behaviours Related to Information Literacy. Journal of Information Literacy 7(2), 90. ○ Head, A. J., & Eisenberg, M. B. (2009). Lessons Learned: How College Students Seek Information in the Digital Age. Project Information Literacy Progress Report. Retrieved on October 31, 2014 from: http://projectinfolit.org/pdfs/PIL_Fall2009_finalv_YR1_12_2009v2.pdf ○ Head, A. J., & Eisenberg, M. B. (2010). Truth Be Told: How College Students Evaluate and Use Information in the Digital Age. Project Information Literacy Research Reports. Retrieved on June 1, 2015 from: http://projectinfolit.org/images/pdfs/pil_fall2010_survey_fullreport1.pdf.
  33. 33. REFERENCES ○ Hensley, M. K., Shreeves, S. L., & Davis-Kahl, S. (2014). A Survey of Library Support for Formal Undergraduate Research Programs. College & Research Libraries 75(4), 434. ○ Hofer, A. R. & Townsend, L. & Brunetti, K. (2012). Troublesome Concepts and Information Literacy: Investigating Threshold Concepts for IL Instruction. portal: Libraries and the Academy, 12(4), 387-405. ○ Jones, J., & Canuel, R. (2013). Supporting the Dissemination of Undergraduate Research: An Emerging Role for Academic Librarians [proceedings]. The Association of College and Research Libraries Conference: Imagine, Innovate, Inspire. Retrieved on May 17, 2014 from: http://www.ala.org.catalog.wblib.org/acrl/sites/ala.org.acrl/files/content/conferences/ confsandpreconfs/2013/papers/JonesCanuel_Supporting.pdf ○ Kolowich, S. (August 22, 2011). What Students Know. Inside Higher Ed. Retrieved on October 24, 2014 from: https://www.insidehighered.com/news/2011/08/22/erial_study_of_student_research_ habits_at_illinois_university_libraries_reveals_alarmingly_poor_information_literacy_and_skills. ○ Meyer, J., & Land, R. (2005). Threshold concepts and troublesome knowledge: Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373–388.
  34. 34. THANK YOU! Any questions?
  35. 35. CONTACT Sophie Bury Dana Craig Sarah Shujah sbury@yorku.ca dcraig@yorku.ca sshujah@centennialcollege.ca

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