Information literacy and problem based learning: a unique collaboration of librarians, departments and food businesses. Kesselman
INFORMATION LITERACY &INFORMATION LITERACY &
PROBLEM BASED LEARNING:PROBLEM BASED LEARNING:
A UNIQUE COLLABORATION OF LIBRARIANS,A UNIQUE COLLABORATION OF LIBRARIANS,
DEPARTMENTS, & FOOD BUSINESSESDEPARTMENTS, & FOOD BUSINESSES
Martin Kesselman & Adria Sherman
Rutgers, The State University of New Jersey, USA
LILAC, Cardiff, UK 2009
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Who Moved the Library?
A Unique Collaborative Course
Future Options and Opportunities
Breaking Down Barriers
“In the future faculty expect to be less dependent on the library
and increasingly dependent on electronic materials. By contrast
librarians generally think their role will remain unchanged and
their responsibilities will only grow in the future. Indeed, over
four fifths of the librarians believe that the role of the library as
the starting point or gateway for locating scholarly information
will be very or extremely important in five years, a decided
mismatch with faculty views.”
-- Ithaka 2006
A Comment from a Scientist
“The online digital library at my institution is excellent. The
librarians are not needed much because they have done
such a good job of implementing the digital interface.
Occasionally something goes wrong and we need to
consult with them. … Our librarians are like a fine engine
in an expensive car - you seldom notice they are there
because the performance is so good and you are enjoying
the ride. To beat the metaphor into the ground, maybe
they need to add the digital equivalent of a big horn to
remind us from time to time.”
Some Definitions: Embedded
According to Random House:
“to fix into a surrounding mass: to embed
stones in cement”
“to contain or implant as an essential or
Embedded Librarian Variables
Shumaker & Tyler
Where’s your office?
Who pays your salary?
Who writes your performance review?
Go to meetings of your customers?
Kesselman & Watstein
Integrated into their settings?
Collaborate with disciplinary faculty?
Courseware integration via Sakai
Offices in academic departments
Librarians on research teams
Developing databases and metadata
Library as publisher
Institutional repositories, data curation
Food and Nutrition Business
Information and Communication
Experimental Course, Spring and Fall 2007
Moment of Opportunity
USDA Higher Education Challenge Grant
Builds on need for food industry leaders with
information & communications skills for
collaboration in business and science
Builds on: cooperative education, Rutgers
programs with small food businesses
A collaboration of Many
Food Science Dept. & Center for Advanced
Food Technology (Henryk Daun, Linda
Nutritional Sciences Dept. (Adria Sherman)
Agricultural, Food, and Resource Economics
& Food Policy Institute (Ramu Govindasamy )
Rutgers University Libraries (Martin
Kesselman, Andrew Ruggiero, Ryan
School of Communication, Information, and
Library Studies (Dan O’Connor)
2004 -- USDA Grant announced
Librarian emails seeking collaborators.
Brainstorming, collaboration expands to many
Grant awarded for 2005-2007 (100K)
2005 -- personnel changes, 1 year extension.
2006 -- Test class with grad students
2007 -- course offered twice
2008 -- analysis, future plans
2009 -- established course
Major Course Topics
Working with industry partners
Developing Action Plans e.g. Marketing
Communication and Presentation Skills
Information Research in Business, Food
Science and Nutrition
Food and Nutrition Business
Information & Communication
Interdisciplinary student teams work
collaboratively with an industry partner
Library students on each team
Learn to deal with each discipline’s
vocabulary and perspectives
Learn to interpret and interlink information
from business and science
Leadership of librarians in the process
Course Learning Outcomes
Gain real-life problem solving experiences in
working with an industry partner.
Learn how to research and evaluate
information and data
Develop interdisciplinary teamwork skills
needed by today’s professionals
Develop skills to report, communication, and
present their findings to others
Focus: ACRL Information Literacy Standards
and Competencies from IFT and ADA
Information Literacy Focus
Effective search strategies
Differentiation between scholarly, trade,
popular journal articles and websites
Evaluation of results for relevancy to industry
Changing nature of scholarly communication
Developing effective bibliographies and
The Virtual Collaboratory
• Sakai courseware
• Virtual meetings – class/team forums & chat
• Information resources – databases, AgNIC,
• Class conference presentations
• Additional tools such as Google Docs,
Skype, Basecamp, Refworks.
Student and faculty perceptions about the course
& snapshots of student conference presentations.
Henryk Daun & Linda Gavin (Food Science)
Dan O’Connor (SCILS) Adria Sherman
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Assessment of Learning Outcomes
Learning Outcome Evaluation rubric (each item was scored on a
scale of 1-5 (1=poor, 2= fair, 3= good, 4= excellent,
Gain real-life problem-solving
experience working with an industry
The team understood the problem and identified an
approach in a timely and effective manner.
Learn to research & evaluate
information and data needed to solve
The literature review was comprehensive and
utilized appropriate resources. The team provided
useful solutions to the problem.
Develop interdisciplinary teamwork
The team worked synergistically, communicated
well with each other and utilized communication
Develop skills to communicate, report,
and present findings to others
Oral presentation of findings to industry partners
was effective. The paper was well written and
sources adequately documented.
Phosphate Substitutes in Meat
Since 1982 phosphates have been
used to protect flavors and bind waters
Problem: As consumers seek more
natural ingredients, identify substitutes
for phosphates in meat.
Team: Food Science and Nutrition
students, business student resigned
due to health.
Phosphates in Meat Approach
Compare alginates with phosphates.
Food science student investigated
alginate and kelp. Tomato fiber was
Nutrition student focused on health
aspects of phosphate salts and
alginates and calcium phosphate or
Phosphates in Meat Output
Oral presentation with PowerPoint
Review paper written with 19 sources (7
books, 4 articles, 7 websites, 1 trade)
Sakai used for sharing information and
phone calls between the two students
Evaluation: 24/30 or 80%
Pentose/Xylose Sugars Team
Pentose and xylose sugars are
currently extracted from Asian
pumpkins and watermelon rinds
Problem: Literature search of extraction
methods, alternative sources of sugars,
clinical benefits for diabetic patients.
Team: Nutrition and Business students
Sugars Team Approach
Investigate plants with extractable amounts
of sugars, clinical efficacy for diabetes,
marketing of sugars as ingredients in foods.
Nutrition student found several plant
species and byproducts, extraction
methods and metabolism of these sugars
Business student analyzed market potential
for diabetics and of current products that
are marketed to diabetics.
Sugar Team Output
Extensive use of databases: SciFinder,
CAB, FSTA, Mintel, Marketline
PowerPoint and literature review (15
articles, 3 market reports)
Used face to face meetings, business
student worked more independently
Evaluation: 25/30 or 83%
Preventing Bread Staling Team
Baked goods have a self-life of 8hrs,
extend it to 24hrs for economic gains
Problem: Identify techniques/ingredients
to prevent staling and increase shelf life
Team: 1 library student, 1 food science
student (both graduate students)
Staling Team Approach
With industry partner, agreed to focus on 4
ingredients to prevent moisture loss: water,
starch, hydroxymethylpropylcellulose, protein
Focus was on developing an extensive
Staling Team Output
PowerPoint and papers.
Used SciFinder, CAB, FSTA, Agricola
Literature review included 70 articles, 3
books, 1 patent.
Communication via Sakai, email and
phone. Also posted useful resources
for class on developing effective
Evaluation: 27/30 or 90%.
Issues related to team size, team mix, and
working collaboratively as a team.
More time needed for class and teams
Increased participation of business partners.
Use fewer tools (more focus on Sakai)
Better tools for virtual conferencing -- from
group chat to Skype
Better coordination for internships
Plans for Fall 2009
Established Junior/Senior Colloquium.
MLIS students: independent study or work
study students assisting the class.
2 meetings per week
Additional hands-on training with tools
Team building exercises
Incorporate meetings with industry partners at
Peer evaluation of team participation
FNBIC as a capstone course for new BS/MS
in Food Business
Distance learning: virtual teams, multiple
universities, global industry partners.
Web 2.0: Interact with experts beyond the
university and NJ, Tagging, Blogging
MUVES e.g. Second Life, simulations
More collaboration opportunities: librarians as
partners in teaching and research.
Partnerships not Service
Librarians as partners: grants, teaching,
Bridging multiple departments & fields
Bridging vocabularies and perspectives
ROI of librarians with faculty and students
Creating Tools that Promote Collaborations
Micro Social networks
Social Operating Systems on the horizon
Global collaborations of researchers require
global collaborations of librarians.
Stay current with developments
What’s on the Horizon?
Seek out grants
Seek opportunities to network: e.g. attend
departmental meetings and seminars.
Leave your comfort zone, be a risk taker
Keep a log of your ideas
Check out micro social networks
Creativity & Idea Generation tools