Council of State University Libraries (CSUL) Public Services Planning Committee & Information Literacy Subcommittee June 2...
Source:  Florida Board of Governors,  http://www.flbog.edu/resources/iud/enrollment_search.php
<ul><li>Top program areas: </li></ul><ul><li>Health Professions to Clinical Sciences </li></ul><ul><li>Education </li></ul...
<ul><li>Recent Graduates with Bachelor Degrees </li></ul><ul><li>Returning Adult Students </li></ul><ul><li>Women** </li><...
<ul><li>Professors and faculty influence their students to use the library; if they do not mention it, then students do no...
<ul><li>Level and scope of degree </li></ul><ul><ul><li>Ph.D/ Ed.D, Masters Level, or Certificate / Credentials </li></ul>...
<ul><li>Basic knowledge  of and confidence in subject area resources. </li></ul><ul><li>Active relationships  with faculty...
<ul><li>Library catalog and local services most used by graduate students (interlibrary loan, consultations, etc.) </li></...
<ul><li>Advise students to identify and read literature reviews by others within their subject area; approach the literatu...
<ul><li>The Purpose of the Literature Review: </li></ul><ul><li>Set the background on what has been researched on a topic....
<ul><li>Selected Articles </li></ul><ul><li>Blummer, B. (2009).  Providing library instruction to graduate students: A rev...
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Graduate-Level Library Instruction

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Providing graduate-level library instruction requires additional considerations than instruction provided for undergraduates. This presentation outlines these and provides recommendations.

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  • Numbers largely depend on when programs (and universities) were incorporated, and also their teaching/research emphases. Source: Florida Board of Governors: http://www.flbog.edu/resources/iud/enrollment_search.php
  • “… I had to change my teaching” – an FAU professor of education remarked that over the years, the students in his courses went from being mostly male to being increasingly female and diverse.
  • Lends to library/ research anxiety.
  • I was in a grad-level program in teaching where it was def. survival of the fittest. Yet now I work with a program where students and professors keep in touch with each other on many levels.
  • Faculty liaisons: also a source of mentoring and subject-area support. Advise students to identify and read literature reviews by others within their subject area.
  • For instance, a topic in education might also have sociological and psychological underpinnings.
  • The lit review is not an annotated bibliography or a laundry list of articles. It integrates and synthesizes what is found into something new.
  • Graduate-Level Library Instruction

    1. 1. Council of State University Libraries (CSUL) Public Services Planning Committee & Information Literacy Subcommittee June 2011 Kristy Padron, Information Literacy Subcommittee Chair (‘10 & ‘11) & Assistant University Librarian, FAU Libraries Contributions by Jim Alderman (UNF), Alyse Ergood (FAU) & Carol Maksian (FGCU)
    2. 2. Source: Florida Board of Governors, http://www.flbog.edu/resources/iud/enrollment_search.php
    3. 3. <ul><li>Top program areas: </li></ul><ul><li>Health Professions to Clinical Sciences </li></ul><ul><li>Education </li></ul><ul><li>Business Management/ Marketing </li></ul><ul><li>Engineering </li></ul><ul><li>Biological/Medical Sciences </li></ul><ul><li>Physical Sciences </li></ul>
    4. 4. <ul><li>Recent Graduates with Bachelor Degrees </li></ul><ul><li>Returning Adult Students </li></ul><ul><li>Women** </li></ul><ul><li>Increasing Numbers of Blacks & Latinos** </li></ul><ul><li>International Students </li></ul><ul><li>**May depend on program. </li></ul>else <ul><li>What does this influence? </li></ul><ul><li>Class Environment </li></ul><ul><ul><li>Instructor-Student Interactions (Formal vs. Friendly) </li></ul></ul><ul><ul><li>Motivation (Competitive vs. Cooperative) </li></ul></ul><ul><li>Andragogy: Adult Learning Practices </li></ul><ul><ul><li>Respecting prior knowledge & life experience </li></ul></ul><ul><li>Communication & Cultural Exchange </li></ul><ul><ul><li>“… I had to change my teaching,” said one professor. </li></ul></ul>^ and ^
    5. 5. <ul><li>Professors and faculty influence their students to use the library; if they do not mention it, then students do not use it. </li></ul><ul><li>Students lack knowledge of library resources and services; this usually comes later in their course of study. </li></ul><ul><li>Students possess varied abilities and comfort levels with using the library, doing research and also with using technology. </li></ul><ul><li>Students rely on the Internet for information and are more likely to use Google instead of library resources. </li></ul><ul><ul><li>If something isn’t available online, it’s ignored. </li></ul></ul><ul><ul><li>Some studies suggest that despite instruction on scholarly research, students avoid using library tools because of their difficulty. </li></ul></ul>
    6. 6. <ul><li>Level and scope of degree </li></ul><ul><ul><li>Ph.D/ Ed.D, Masters Level, or Certificate / Credentials </li></ul></ul><ul><li>Type of Enrollment </li></ul><ul><ul><li>Full-Time, Part-Time, or Accelerated </li></ul></ul><ul><li>Subject area and discipline research methods </li></ul><ul><ul><li>Lab-based, field work, literature reviews, case law, etc. </li></ul></ul><ul><li>Overall program environment </li></ul><ul><ul><li>Formal/informal; Competitive/Cooperative; Supportive/”Survival of the Fittest” </li></ul></ul>
    7. 7. <ul><li>Basic knowledge of and confidence in subject area resources. </li></ul><ul><li>Active relationships with faculty liaisons. </li></ul><ul><li>Knowledge and application of andragogy. </li></ul><ul><li>Flexible communication skills : asking questions, listening, cultural/gender norms. </li></ul><ul><li>Technological expertise to recommend (or “sell”) library tools and resources to students and faculty alike; helps with assisting in times of need. </li></ul><ul><li>Advising on search strategies, vocabulary, and other resources; leave the topic development and refinement to the professor who is a subject expert. </li></ul>
    8. 8. <ul><li>Library catalog and local services most used by graduate students (interlibrary loan, consultations, etc.) </li></ul><ul><li>Multidisciplinary databases (ProQuest Central, Academic Search Premier) are not sufficient resources for a comprehensive graduate-level literature review. </li></ul><ul><li>Introduce and demonstrate subject-area databases and Web of Science or other citation databases. </li></ul><ul><li>Additional information sources: WorldCat, SUL Union Catalog, dissertation databases (ProQuest & WorldCat), controlled vocabulary sources (MeSH, CINAHL headings, thesauri) </li></ul><ul><li>Bibliographic management software (RefWorks, EndNote) </li></ul>
    9. 9. <ul><li>Advise students to identify and read literature reviews by others within their subject area; approach the literature toward finding something new. </li></ul><ul><li>Ask questions that could help the student discover his or her own refinements. </li></ul><ul><li>Subject and research areas are becoming increasingly multidisciplinary; suggest related areas and resources as needed. </li></ul><ul><li>Suggest to researcher that consultation with the faculty adviser might be the next step in the process. </li></ul>
    10. 10. <ul><li>The Purpose of the Literature Review: </li></ul><ul><li>Set the background on what has been researched on a topic. </li></ul><ul><li>Show why a topic is significant to a subject area. </li></ul><ul><li>Discover relationships between ideas. </li></ul><ul><li>Identify major themes & concepts. </li></ul><ul><li>Identify critical gaps & points of disagreement. </li></ul><ul><li>Help the researcher turn a network of articles into a coherent view of the literature. </li></ul>
    11. 11. <ul><li>Selected Articles </li></ul><ul><li>Blummer, B. (2009). Providing library instruction to graduate students: A review of the literature. Public Services Quarterly, 5 (1): 15-39. </li></ul><ul><li>Harkins, M.J., Rodrigues, D.B., and Orlov, S. (2011). Where to start? Consideration for faculty and librarians in delivering information literacy instruction for graduate students. Practical Academic Librarianship: The International Journal of the SLA Academic Division ,  1 (1), 28-50. </li></ul><ul><li>Williams, H.C. (2000). User Education for Graduate Students: Never a Given, and Not Always Received in Teaching the new library to today's users: reaching international, minority, senior citizens, gay/lesbian, first-generation college, at-risk, graduate and returning students, and distance learners .  Trudi E. Jacobson (ed.). New York: Neal-Schuman, pp 145-172. </li></ul>Web Pages & Tutorials Florida Gulf Coast University Library. Conducting & Writing Literature Reviews (LibGuide). http://fgcu.libguides.com/litreviews North Carolina State Libraries. Literature Reviews: An Overview for Graduate Students . http://www.lib.ncsu.edu/tutorials/lit-review/ The University of Arizona University Libraries. Researching and Writing Literature Reviews. http://www.library.arizona.edu/help/tutorials/litreviews/index.html

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