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INFORMATION LITERACY &INFORMATION LITERACY &
PROBLEM BASED LEARNING:PROBLEM BASED LEARNING:
A UNIQUE COLLABORATION OF LIBR...
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Overview
 Who Moved the Library?
 Becoming Embedded
 A Unique Collaborative Course
 Future Options and Opportunities
...
Who Moved The Cheese (Library)?
“In the future faculty expect to be less dependent on the library
and increasingly dependent on electronic materials. By c...
Scientists’ Use of Librarians
A Comment from a Scientist
“The online digital library at my institution is excellent. The
librarians are not needed much ...
Some Definitions: Embedded
According to Random House:
“to fix into a surrounding mass: to embed
stones in cement”
“to cont...
Embedded Librarian Variables
Shumaker & Tyler
 Where’s your office?
 Who pays your salary?
 Who writes your performance...
Other variables
Kesselman & Watstein
 Integrated into their settings?
 Collaborate with disciplinary faculty?
Embedded Examples
 Courseware integration via Sakai
 Offices in academic departments
 Librarians on research teams
 De...
Food and Nutrition Business
Information and Communication
Experimental Course, Spring and Fall 2007
Moment of Opportunity
 USDA Higher Education Challenge Grant
 Collaborative brainstorming
 Builds on need for food indu...
A collaboration of Many
 Food Science Dept. & Center for Advanced
Food Technology (Henryk Daun, Linda
Gavin)
 Nutritiona...
Timeline
 2004 -- USDA Grant announced
 Librarian emails seeking collaborators.
 Brainstorming, collaboration expands t...
Major Course Topics
 Working with industry partners
 Teamwork skills
 Developing Action Plans e.g. Marketing
 Communic...
Food and Nutrition Business
Information & Communication
 Interdisciplinary student teams work
collaboratively with an ind...
Course Learning Outcomes
 Gain real-life problem solving experiences in
working with an industry partner.
 Learn how to ...
Information Literacy Focus
 Effective search strategies
 Differentiation between scholarly, trade,
popular journal artic...
The Virtual Collaboratory
• Sakai courseware
• Virtual meetings – class/team forums & chat
• Information resources – datab...
CLASS VIDEO
Student and faculty perceptions about the course
& snapshots of student conference presentations.
Teaching Fac...
QuickTime™ and a
decompressor
are needed to see this picture.
Assessment of Learning Outcomes
Learning Outcome Evaluation rubric (each item was scored on a
scale of 1-5 (1=poor, 2= fai...
Phosphate Substitutes in Meat
Team
 Since 1982 phosphates have been
used to protect flavors and bind waters
 Problem: As...
Phosphates in Meat Approach
 Compare alginates with phosphates.
Food science student investigated
alginate and kelp. Toma...
Phosphates in Meat Output
 Oral presentation with PowerPoint
 Review paper written with 19 sources (7
books, 4 articles,...
Pentose/Xylose Sugars Team
 Pentose and xylose sugars are
currently extracted from Asian
pumpkins and watermelon rinds
 ...
Sugars Team Approach
 Investigate plants with extractable amounts
of sugars, clinical efficacy for diabetes,
marketing of...
Sugar Team Output
 Extensive use of databases: SciFinder,
CAB, FSTA, Mintel, Marketline
 PowerPoint and literature revie...
Preventing Bread Staling Team
 Baked goods have a self-life of 8hrs,
extend it to 24hrs for economic gains
 Problem: Ide...
Staling Team Approach
 With industry partner, agreed to focus on 4
ingredients to prevent moisture loss: water,
starch, h...
Staling Team Output
 PowerPoint and papers.
 Used SciFinder, CAB, FSTA, Agricola
 Literature review included 70 article...
Course Feedback
 Issues related to team size, team mix, and
working collaboratively as a team.
 More time needed for cla...
Plans for Fall 2009
 Established Junior/Senior Colloquium.
 MLIS students: independent study or work
study students assi...
Future Directions
 FNBIC as a capstone course for new BS/MS
in Food Business
 Distance learning: virtual teams, multiple...
BREAKING DOWN
BARRIERS
Partnerships not Service
 Librarians as partners: grants, teaching,
research
 Bridging multiple departments & fields
 B...
Collaboration Opportunities
 Creating Tools that Promote Collaborations
 Collective Intelligence
 Micro Social networks...
Getting Inspired
 Stay current with developments
 What’s on the Horizon?
 Seek out grants
 Seek opportunities to netwo...
Resources
 Kept Up Academic Librarian http://keptup.typepad.com
 Library Success Wiki http://www.libsuccess.org
 SLA. I...
Information literacy and problem based learning: a unique collaboration of librarians, departments and food businesses. Ke...
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Information literacy and problem based learning: a unique collaboration of librarians, departments and food businesses. Kesselman

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Information literacy and problem based learning: a unique collaboration of librarians, departments and food businesses. Kesselman

  1. 1. 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 martyk@rci.rutgers.edu LILAC, Cardiff, UK 2009
  2. 2. QuickTime™ and a TIFF (Uncompressed) decompressor are needed to see this picture.
  3. 3. Overview  Who Moved the Library?  Becoming Embedded  A Unique Collaborative Course  Future Options and Opportunities  Breaking Down Barriers
  4. 4. Who Moved The Cheese (Library)?
  5. 5. “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 http://www.ithaka.org/research/Ithaka.Surveys.2006.Overview.pdf
  6. 6. Scientists’ Use of Librarians
  7. 7. 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.”
  8. 8. 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 characteristic part”
  9. 9. Embedded Librarian Variables Shumaker & Tyler  Where’s your office?  Who pays your salary?  Who writes your performance review?  Go to meetings of your customers?
  10. 10. Other variables Kesselman & Watstein  Integrated into their settings?  Collaborate with disciplinary faculty?
  11. 11. Embedded Examples  Courseware integration via Sakai  Offices in academic departments  Librarians on research teams  Developing databases and metadata  Library as publisher  Institutional repositories, data curation
  12. 12. Food and Nutrition Business Information and Communication Experimental Course, Spring and Fall 2007
  13. 13. Moment of Opportunity  USDA Higher Education Challenge Grant  Collaborative brainstorming  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
  14. 14. A collaboration of Many  Food Science Dept. & Center for Advanced Food Technology (Henryk Daun, Linda Gavin)  Nutritional Sciences Dept. (Adria Sherman)  Agricultural, Food, and Resource Economics & Food Policy Institute (Ramu Govindasamy )  Rutgers University Libraries (Martin Kesselman, Andrew Ruggiero, Ryan Womack)  School of Communication, Information, and Library Studies (Dan O’Connor)
  15. 15. Timeline  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
  16. 16. Major Course Topics  Working with industry partners  Teamwork skills  Developing Action Plans e.g. Marketing  Communication and Presentation Skills  Information Research in Business, Food Science and Nutrition  Course Conference
  17. 17. 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
  18. 18. 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
  19. 19. Information Literacy Focus  Effective search strategies  Differentiation between scholarly, trade, popular journal articles and websites  Evaluation of results for relevancy to industry partner’s problem  Changing nature of scholarly communication  Developing effective bibliographies and literature reviews
  20. 20. 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.
  21. 21. CLASS VIDEO Student and faculty perceptions about the course & snapshots of student conference presentations. Teaching Faculty: Henryk Daun & Linda Gavin (Food Science) Dan O’Connor (SCILS) Adria Sherman (Nutrition)
  22. 22. QuickTime™ and a decompressor are needed to see this picture.
  23. 23. 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, 5=outstanding) Gain real-life problem-solving experience working with an industry partner 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 problem The literature review was comprehensive and utilized appropriate resources. The team provided useful solutions to the problem. Develop interdisciplinary teamwork skills The team worked synergistically, communicated well with each other and utilized communication tools effectively. 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.
  24. 24. Phosphate Substitutes in Meat Team  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.
  25. 25. Phosphates in Meat Approach  Compare alginates with phosphates. Food science student investigated alginate and kelp. Tomato fiber was also considered.  Nutrition student focused on health aspects of phosphate salts and alginates and calcium phosphate or sodium phosphate.
  26. 26. 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%
  27. 27. 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
  28. 28. 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.
  29. 29. 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%
  30. 30. 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)
  31. 31. 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 literature review
  32. 32. 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 reviews.  Evaluation: 27/30 or 90%.
  33. 33. Course Feedback  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. Charge?  Use fewer tools (more focus on Sakai)  Better tools for virtual conferencing -- from group chat to Skype  Better coordination for internships
  34. 34. 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 their site  Peer evaluation of team participation
  35. 35. Future Directions  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.
  36. 36. BREAKING DOWN BARRIERS
  37. 37. Partnerships not Service  Librarians as partners: grants, teaching, research  Bridging multiple departments & fields  Bridging vocabularies and perspectives  ROI of librarians with faculty and students
  38. 38. Collaboration Opportunities  Creating Tools that Promote Collaborations  Collective Intelligence  Micro Social networks  Social Operating Systems on the horizon  Global collaborations of researchers require global collaborations of librarians.
  39. 39. Getting Inspired  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
  40. 40. Resources  Kept Up Academic Librarian http://keptup.typepad.com  Library Success Wiki http://www.libsuccess.org  SLA. Innovation Lab http://www.sla.org/innovate  Horizon Report http://www.nmc.org  Innovation Tools http://www.innovationtools.com  Designing Better Libraries http://dbl.lishost.org  Embedded http://embeddedlibrarian.wordpress.com

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