Parker hillyer nla_2011-09302011

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Parker hillyer nla_2011-09302011

  1. 1. Nora HillyerBusiness, Engineering, Science Librarian Linda L. Parker Social Sciences Librarian Lola Gilbert Dual Enrollment Coordinator Victoria KennelPsychology Graduate Teaching Assistant 1
  2. 2. LAPTOP OR TABLET USERS: Use m.smspoll.net for responses to our questions. (Pick United States and type VOTE XXXX)SMARTPHONE USERS: Text VOTE XXXX TO 52627 2
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  6. 6. RESEARCH QUESTIONS: • Are first-year students more information literate than undergraduate transfer and/or graduate students new to UNO? • What information literacy skills do the undergraduate transfer and new graduate students bring to UNO? 6
  7. 7. Study Participants STUDY GROUPS • STUDY GROUPSIndividuals who had taken the Digital natives Individuals born between 1982 and 2002Information Literacy Assessment – “Next-Gens”, “Millennials” * • STUDY GROUPSstudentsduring English Composition course Entering (F2009, S2010, F2010) English Composition II students – mostly first year college studentsIndividuals who received link to Digital natives Individuals born between 1982 and 2002Information Literacy Assessment – “Next-Gens”, “Millennials” * Digital immigrants Individuals born before 1982 – experience a digital divide* Undergraduate Students who have transferred to UNO transfer students from another university or college. Graduate students Students enrolled in a UNO graduate program AND who have never attended UNO before. 7
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  9. 9. METHODOLOGY: • Developed an online survey using SurveyMonkey • Administered survey by e-mailing link to participants • Survey sections: • Demographics – Age ranges : 18-22; 23-30; 31-40; 41-50; 50+ – College – Affiliation: Graduate/Undergraduate • Information Literacy Skills Assessment – Allowed comparisons to existing data from ENGL Comp II survey • Learner behavior/perceptions using some questions taken from the Sample Survey by Char Booth 9
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  11. 11. Information Literacy Test Scores 2011 - Study Population Average Scores 25 24.48 24.5 24 23.5 Average… 23.06 23 22.5 22 Graduate Transfer UG 11
  12. 12. Information Literacy Test Scores Study Population compared to English Composition II Students 25 23.71 20 19.31 19.84 18.48 15 Average… 10 5 0 2011 Study IL-F2009 IL-S2010 IL-F2010 12
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  14. 14. ANECDOTAL DATA: What did you find most useful in the library instruction? “Yes, it was boring, but I know that it will help with my research for my papers at a later time.” “I found that the introduction to all the possible databases the most helpful.” “I like how they taught us how to use the search engines more effectively. I never knew how to use them correctly. It helped a lot on the research part of my paper!” List suggestions to improve library instruction. “Add a little more spice to the presentation. Keep us entertained and excited.” “Use of 3D and/or explosions.” “Maybe half way through the major paper, using a class period to make sure everyone is using the search engines right.” 14
  15. 15. ANECDOTAL DATA: What did students learn? “I learned how to use Lexis Nexis and EBSCO well.” “I found out the hard way that I can’t research on my own.” “…that the library is not just for nerds.” 15
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  17. 17. Students with HIGHER information literacy test scores… Are MORE LIKELY to: Start their research using… Find using the following resources easy… Find HIGH QUALITY information in… The Library Catalog AND Article Databases 17
  18. 18. Students with HIGHER information literacy test scores… Are LESS LIKELY to: Start their research using… Find using the following resources easy… Find HIGH QUALITY information in… Google and Asking Family / Friends 18
  19. 19. FINDINGS COMPARABLE TO OTHER STUDIES:Students in age groups 18 – 22 and 23 – 30 are significantly less likely to start theirresearch by asking a librarian.Students 18-22 are more likely to start their research by asking family/friends orGoogle.Undergraduates are significantly more likely to use the library (computers, study orsocialize) than graduate students. 19
  20. 20. Library Instruction Impact UG Transfer and New Graduate Students Start Research Using: Library catalog and databases Ask an Instructor Ask a librarian Feel comfortable doing the following: Narrow a research paper topic Use appropriate subject terms for searches Know which databases to use for a topic Find quality information on the Internet 20
  21. 21. RESEARCH QUESTION ANSWERS:• Are first-year students more information literate than undergraduate transfer students and/or graduate students new to UNO?• What information literacy skills does the study group bring to UNO? 21
  22. 22. FUTURE & SUMMARY: Strategic goals for information literacy instruction – Reinforce the need for library instruction AND expand lower level instruction to include other disciplines (history, business, political science, etc. ) – Emphasize journal and book citations  How to interpret  How to write – Implement more engaging and innovative techniques in teaching  Social media  Mobile technologies 22
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  25. 25. ACKNOWLEDGEMENTS: – Char Booth, 2009, Informing Innovation: Tracking Student Interest in Emerging Library Technologies. http://www.ala.org/ala/mgrps/divs/acrl/publications/ digital/ii-booth.pdf – Alison J. Head, PhD. and Michael B. Eisenberg, PhD., 2010, Project Information Literacy - Truth be Told: How College Students Evaluate and Use Information in the Digital Age, http://projectinfolit.org/publications – Victoria Kennel, Psychology Graduate Teaching Assistant, University of Nebraska at Omaha – University of Nebraska at Omaha, Office of Institutional Research 25
  26. 26. REFERENCES: Chestnut, M. T., Henderson, S. M., Schlipp, J., Zai, R. I., II. (2009). Value-added library resources and services through Blackboard. Kentucky Libraries, 73(1), 6- 12. Dale, C., & Pymm, J. (January 01, 2009). Podagogy. Active Learning in Higher Education, 10, 1, 84-96. Herring, S. D., Burkhardt, R. R., & Wolfe, J.L. (2009). Reaching remote students: Athens State University’s electronically embedded librarian program. College & Research Libraries News, 70 (11), 630-633. Lillard, L.L., & Dinwiddie, M. (2005). If you build it, they will come, but then what?: A look at issues related to using online course software to provide specialized reference services. Internet Reference Services Quarterly, 9 (3), 135-145. doi: 10.1300/J136v09n03_10 Madge, C., Meek, J., Wellens, J., & Hooley, T. (June 01, 2009). Facebook, social integration and informal learning at university: It is more for socialising and talking to friends about work than for actually doing work. Learning, Media and Technology, 34, 2, 141-155. Alison J. Head, PhD. and Michael B. Eisenberg, PhD., 2010, Project Information Literacy - Truth be Told: How College Students Evaluate and Use Information in the Digital Age, http://projectinfolit.org/publications 26
  27. 27. CONTACT US:Nora Hillyer nhillyer@unomaha.eduLinda Parker lparker@unomaha.edu 27

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