Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

How do computing students use the library? - Woods

196 views

Published on

Presented at LILAC 2018

Published in: Education
  • Does Penis Size REALLY Matter? The truth comes out... ♥♥♥ https://bit.ly/30G1ZO1
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Is Your Ex With a Man? Don't lose your Ex girlfriend! This weird trick will get her back! ★★★ http://scamcb.com/exback123/pdf
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

How do computing students use the library? - Woods

  1. 1. How do Computing students use the library? Laura Woods @woodsiegirl Computing & Engineering Librarian University of Huddersfield
  2. 2. The problem Computing students were not making much use of the library*, and NSS scores were low. *Library Impact Data Project: see final slide for references
  3. 3. About Computing undergraduates… 9% female, 91% male 👩👨👨👨👨👨👨👨👨👨 🎂 7% mature students (aged 25+) 85% from UK, 5% EU, 10% overseas 🌏
  4. 4. Library teaching on Computing courses + All first years together in Induction Week for 30 minutes (low turnout) + Usually a research skills lecture in Term 1 for all students + All final years together in Term 1 for lecture on literature searching + One-to-ones offered, minimal take-up
  5. 5. Our questions + How do Computing students research their assignments? + What resources do they use? + Where do they go for support? + What study spaces do they prefer?
  6. 6. Planning the research + Drafted a plan for a UX study, and received approval from School ethics board, Jan 2017 + Recruited 9 students, conducted interviews using three UX methods, Feb-Mar 2017 + Follow-up interviews with 4 lecturers, Apr 2017
  7. 7. Three women, six men 👩👩👩👨👨👨👨👨👨 👪 👪 Two mature students with children One international student 🌏 Nine students recruited…
  8. 8. Task 1: Card sorting
  9. 9. Task 2: Cognitive mapping
  10. 10. Task 3: Retrospective process interview
  11. 11. Where do students go for help?
  12. 12. ““Yeah, if I need help with something I’m more likely to ask my friend on the course. Just purely because it’s easier than having to meet up with a lecturer, arrange a meeting and stuff.” – Final year student
  13. 13. ““When I first got to the library, it sounds really stupid but I didn’t understand the system of how the books are ordered…I’d just be walking around the same sort of aisles, just like where the hell is this book, I can’t find it!” - Final year student
  14. 14. ““The gentleman that was sat there [on the library enquiry desk], he helped me find at least 3 or 4 papers, and I was like, ok I’ve found the basis of it, I can try and base my ideas from that and then move forward I guess.” - Final year student
  15. 15. ““I think probably in first year just the fact that you are in first year overwhelms you…what probably might have been more beneficial is if the library kept coming to us, maybe throughout first year, throughout second year, you know constant reminders like you are here, we can help you, sort of thing.” – Final year student
  16. 16. ““It could have helped. You could have saved everyone!” - Second year student
  17. 17. How do students develop academic skills?
  18. 18. ““I am more likely to go and try and seek stuff out if I don’t understand it, or go look at the online publishers or whatever if I do need some help with something” – First year student
  19. 19. ““But an essay is different…and I was like, I actually don’t know what to do…I mean I got there, I didn’t get the best grade. I got 64, but I was aiming for a first” – Final year student
  20. 20. ““In 1st year I was very much, I’ve got this assignment, I’ll just go and do it, and research as I go if needed. But I’ve gained an appreciation for…how important research is before you start your assignment.” – Final year student
  21. 21. ““they get into the habit of every four weeks they’ve got something to write, they have to read the stuff, they have to write about it… so by the time they get to me in their final year it's no big surprise” – Member of staff
  22. 22. What resources do they use?
  23. 23. 0 1 2 3 4 5 6 7 8 9 Total Training Mintel reports Digital Tutors ACM Digital Library IEEE Xplore Google Scholar Lynda.com Wikipedia Summon Books eBooks Journals YouTube Google Lecture notes Often used Sometimes used Never used Resource use by all students
  24. 24. ““In 1st year, I’m not gonna lie, it was more Google. Just looking at Google for websites…I think now I look more journals and books because it’s more academic isn’t it.” - Final year student
  25. 25. 0 1 2 3 Ist years 2nd years Final years Resource use by year of study
  26. 26. ““Google is important because when I’ve gone through an assignment and picked out key words, if I don’t know what a key word is, before I start researching it, it makes sense for me to go and see if I can get a basic definition of what it is.” - Final year student
  27. 27. ““I know it’s bad practice to quote Wikipedia because anyone can edit them and stuff, but …I might use it just to kind of research a different aspect, it’s like quick research, just to get some knowledge about certain things.” - Final year student
  28. 28. 0 1 2 3 4 Digital Tutors Wikipedia YouTube IEEE Xplore Lynda.Com Google ACM Digital Library Books eBooks Google Scholar Lecture notes Journals Summon Often used Sometimes used Never used Staff recommendation of resources Excluding Mintel and Total Training, which were not used or recommended by any staff
  29. 29. ““I was getting a bit tired of hearing that Royce’s waterfall model was an appropriate technique for software development. If you’d read the paper published in 1970 Royce said this was how you do NOT do it… and of course Wikipedia says the waterfall method is the way of developing models of software.” - Member of staff
  30. 30. Staff recommendations compared with student use 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Staff % Students %
  31. 31. ““…if they are first year students and I promote Google Scholar and Summon you will see them mainly using these two which makes sense because they haven’t done it before so they will do whatever you command them to use.” – Member of staff
  32. 32. ““To be honest I only use books for one module where the tutor insists that we read as we have discussions about what we read” First year student
  33. 33. Key recommendations: student support + Use student & alumni testimony to create a resource for first year students + Develop a virtual library tour + Visit classes throughout first & second years
  34. 34. Recommendations: teaching & learning + Develop workshops for first years focused on independent study and scholarly sources + Work with lecturers to increase awareness of library resources + Organise a Wikipedia editathon in the School
  35. 35. Next steps 1. Continuing research: follow-up interviews 2. Report to School with recommendations 3. Possible observation study to determine actual resource use rather than self-report
  36. 36. Thank you! Laura Woods @woodsiegirl l.m.woods@hud.ac.uk Library Impact Data Project Collins, Ellen and Stone, Graham (2014) Understanding patterns of library use among undergraduate student s from different disciplines. Evidence Based Library and Information Practice, 9 (3). pp. 5167 http://eprints.hud.ac.uk/21040/1/21326-56874-1-PB.pdf Stone, Graham and Ramsden, Bryony (2013) Library Impact Data Project: looking for the link between library usage and student attainment. College and Research Libraries, 74 (6). pp. 546-559. Presentation template by SlidesCarnival

×