The document discusses a student experience project conducted at a university library to understand student research behaviors and needs. The project used ethnographic and user experience research methods like customer journey mapping workshops, photo diaries, and student and academic interviews. Preliminary themes identified a gap between student and academic expectations of assignments. Academics expected more critical thinking and reading than students demonstrated. The interviews highlighted a need for coordinated information skills training between the library and colleges. Lessons learned included the value of conversations with academics but also the time required to analyze qualitative data.
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
Better Research Papers: Workshop Your Handout - Faculty WorkshopMargot
Tuesday, August 26th, 2014, led by Margot Hanson and Michele Van Hoeck
BETTER RESEARCH PAPERS: WORKSHOP YOUR HANDOUT
2:00-3:30 PM, LIBRARY GREEN ROOM
Would you like to see higher quality research papers from students? Are you discouraged by grading papers with weak sources or insufficient citation? Drawing on recommendations from studies of student research habits, as well as librarian experience working with Cal Maritime students, attendees will work with a partner to revise one of their own research assignment handouts (prompts).
NOTE: Please bring a paper copy of one of your research paper assignments to the workshop.
Answering How and Why Questions of Library Impact on Undergraduate Student Le...Derek Rodriguez
These slides accompany a paper presented at ACRL 2013. In this paper I propose three criteria for selecting library impact research methods including creating credible connections between library use and student learning outcomes, getting behind the numbers to answer how and why questions of library impact, and working at scale. Examples illustrating these criteria are drawn from recent projects using the Understanding Library Impacts protocol.
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
Better Research Papers: Workshop Your Handout - Faculty WorkshopMargot
Tuesday, August 26th, 2014, led by Margot Hanson and Michele Van Hoeck
BETTER RESEARCH PAPERS: WORKSHOP YOUR HANDOUT
2:00-3:30 PM, LIBRARY GREEN ROOM
Would you like to see higher quality research papers from students? Are you discouraged by grading papers with weak sources or insufficient citation? Drawing on recommendations from studies of student research habits, as well as librarian experience working with Cal Maritime students, attendees will work with a partner to revise one of their own research assignment handouts (prompts).
NOTE: Please bring a paper copy of one of your research paper assignments to the workshop.
Answering How and Why Questions of Library Impact on Undergraduate Student Le...Derek Rodriguez
These slides accompany a paper presented at ACRL 2013. In this paper I propose three criteria for selecting library impact research methods including creating credible connections between library use and student learning outcomes, getting behind the numbers to answer how and why questions of library impact, and working at scale. Examples illustrating these criteria are drawn from recent projects using the Understanding Library Impacts protocol.
Presenter(s): Olga Koz.
Are you interested in working with teaching faculty to make a difference in the academic achievement of students? Would you like to move from one-shot instructions to co-designing and co-teaching courses? If so, this presentation is for you!
Out With the Old? E-Books and Academic Libraries - FLVC Region III 2015Rachel Owens
Bibliography for presentation on e-books, e-textbooks and academic libraries to Florida Virtual Campus Region III Conference, April 21, 2015, Daytona State College
How researchers need and use libraries through their careers. From an EMALINK one-day conference 'Supporting the research agenda' 21st January 2009. Presenter Jo Webb. Based on collaborative work with Moira Bent and Pat Gannon-Leary
Are They Learning? Building a longitudinal model of information literacy asse...Alan Carbery
This is a paper presented at the LILAC 2016 conference in Dublin, Ireland during March 2016. This paper provides overview of a three-year assessment project in Champlain College Library - to assess the information literacy competency of students.
OCLC ALISE Library & Information Science Research Grant ProgramLynn Connaway
Connaway, L. S. (2018). OCLC ALISE Library & Information Science Research Grant Program. Presented at ALISE 2018 Conference, February 8, 2018, Denver, Colorado.
Seeing That Students Succeed: Rising Expectations and the Library's Role in T...Kate Lawrence
Roger Schonfeld of Ithaka S+R and Kate Lawrence of EBSCO co-presented a talk at the Charleston Library Conference on the topic of students success, learning outcomes and the role of librarians and faculty in teaching information literacy skills.
How the Data Asset Framework (DAF) was used to scope data types in the School of Social Sciences at the University of Southampton. It was given as part of module 1 of a 5-module course on digital preservation tools for repository managers, presented by the JISC KeepIt project. For more on this and other presentations in this course look for the tag 'KeepIt course' in the project blog http://blogs.ecs.soton.ac.uk/keepit/
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
Presenter(s): Olga Koz.
Are you interested in working with teaching faculty to make a difference in the academic achievement of students? Would you like to move from one-shot instructions to co-designing and co-teaching courses? If so, this presentation is for you!
Out With the Old? E-Books and Academic Libraries - FLVC Region III 2015Rachel Owens
Bibliography for presentation on e-books, e-textbooks and academic libraries to Florida Virtual Campus Region III Conference, April 21, 2015, Daytona State College
How researchers need and use libraries through their careers. From an EMALINK one-day conference 'Supporting the research agenda' 21st January 2009. Presenter Jo Webb. Based on collaborative work with Moira Bent and Pat Gannon-Leary
Are They Learning? Building a longitudinal model of information literacy asse...Alan Carbery
This is a paper presented at the LILAC 2016 conference in Dublin, Ireland during March 2016. This paper provides overview of a three-year assessment project in Champlain College Library - to assess the information literacy competency of students.
OCLC ALISE Library & Information Science Research Grant ProgramLynn Connaway
Connaway, L. S. (2018). OCLC ALISE Library & Information Science Research Grant Program. Presented at ALISE 2018 Conference, February 8, 2018, Denver, Colorado.
Seeing That Students Succeed: Rising Expectations and the Library's Role in T...Kate Lawrence
Roger Schonfeld of Ithaka S+R and Kate Lawrence of EBSCO co-presented a talk at the Charleston Library Conference on the topic of students success, learning outcomes and the role of librarians and faculty in teaching information literacy skills.
How the Data Asset Framework (DAF) was used to scope data types in the School of Social Sciences at the University of Southampton. It was given as part of module 1 of a 5-module course on digital preservation tools for repository managers, presented by the JISC KeepIt project. For more on this and other presentations in this course look for the tag 'KeepIt course' in the project blog http://blogs.ecs.soton.ac.uk/keepit/
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
Are They Being Served? Reference Services Student Experience Project, UCD Lib...UCD Library
Presentation given by Jenny Collery and Dr Marta Bustillo, College Liaison Librarians at University College Dublin Library, at the CONUL Annual Conference held on May 30-31, 2018 in Galway, Ireland.
PhD students as a library user group are receiving increased
focus in the development of library services. In addition to
writing their doctoral thesis, they need to balance the roles
as ‘good academics’ and ‘good scientists’, and a key element
in this respect is raised awareness around academic integrity
and publication channels. In this breakout session, based on
experiences from our own teaching sessions, we discuss how
PhD students respond to these challenges, and which actions
should be taken by university libraries to help them meet the
expectations of present day academia.
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
Telling it straight: incorporating the student voice into your learning suppo...Siobhán Dunne
Presented at The National Forum for the Enhancement of Teaching and Learning in Higher Education seminar 'Demonstrating the Value of Information Literacy to Staff and Students'. Dublin, 11th June, 2014.
Better Research Papers: Workshop Your Handout - Faculty WorkshopCalMaritimeLibrary
Tuesday, August 26th, 2014, led by Margot Hanson and Michele Van Hoeck
BETTER RESEARCH PAPERS: WORKSHOP YOUR HANDOUT
2:00-3:30 PM, LIBRARY GREEN ROOM
Would you like to see higher quality research papers from students? Are you discouraged by grading papers with weak sources or insufficient citation? Drawing on recommendations from studies of student research habits, as well as librarian experience working with Cal Maritime students, attendees will work with a partner to revise one of their own research assignment handouts (prompts).
NOTE: Please bring a paper copy of one of your research paper assignments to the workshop.
Putting students in the SADL: keynote paper at HEA Changing the Learning Land...Maria Bell
Keynote by Jane Secker and Maria Bell, presenting the findings of the LSE Student Ambassadors for Digital Literacy (SADL) project at HEA Changing the Learning Landscape Digital Literacy workshop at LSE, 7 May 2014
Predictable misunderstandings in information literacy webinar slides 11142017credomarketing
Instructional Librarian Lisa Janicke Hinchliffe shares initial findings from her research into predictable misunderstandings students harbor toward information literacy, and how librarians can tailor instruction to correct these. In any domain of learning, it is helpful to anticipate common student misconceptions—however such systematic research is only beginning for information literacy. Hinchliffe will discuss her groundbreaking research, and explore how libraries can design instruction to more effectively teach these important skills.
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
Mary Moser, Learning Commons Librarian, and Satu Riutta, Institutional Research Associate, both of Oxford College of Emory University, presented their findings from the Research Practices Survey at the Association of General and Liberal Studies conference in October 2009.
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5. New Research Paradigm
➔What activities do
students undertake
when assigned an
essay, assignment or
project?
➔What do academic staff
define as good student
research?
Foster & Gibbons, 2007
6. Ethnographic & User
Experience Research
Methods
➔Academic Interviews
➔Customer Journey Map
Workshop (Students)
➔Photo Diaries
➔Student Interviews
7. Team Approach
Dr Marta Bustillo
Jenny Collery
Dr Amanda Doran
Avril Patterson
Client Services &
College Liaison
Team
16. Academic Interviews
Mid-April to early May 2018
N = 9
Academics across all six colleges in UCD: Arts & Humanities, Business,
Engineering & Architecture, Health & Agricultural Sciences, Science,
Social Sciences & Law
Team: Jenny Collery, Amanda Doran, James Molloy, Carmel Norris,
Maolsheachlann O'Ceallaigh, Diarmuid Stokes, Marta Bustillo
17. The rationale….
We want to find out what
students do when carrying
out research and also what
academics expect them to
do in order to plan library
services that successfully
meet users’ needs
18. 8 questions….
1. Do you teach undergraduate or postgraduate
modules?
2. What would you say are the hallmarks of a good
quality assignment?
3. How do you expect students to find information for
their assignments? What steps would you expect
them to take in undertaking this work?
4. What sources do you expect them to use? Do you find
that they use these sources?
19. 8 questions….
5. What are the common pitfalls you have found in how
students undertake research for their assignments?
6. What “stumbling blocks” do you see that your
students face in producing good quality assignments?
7. Do students receive any instruction or tutorials on how
to embark on research for their assignments?
8. In what way could the library assist your students to
develop the research skills needed for academic
assignments /research and improve their academic
performance?
21. I moved away from
the reading list only
to come back to it,
but I don’t want to
be too stuck to the
reading list at the
same time, too
prescriptive
I would say it’s well
researched, first of all... I
mean that it shows careful
evidence of reading of the
primary text[s] as well as
the secondary material. It’s
well argued and supported
with primary and
secondary evidence
I would tend to recommend either
Google Scholar, Science Direct ... also the
Web of Science ... at least from my
perspective you can pick up about 80 %
of what you want to find there…. as a
search engine
22. Actually the
resources are
really
good...sometimes
it’s hard to find
them on the
website
How often do I use
the library? For
accessing texts, yes
occasionally, but for
literature everything
is done online and I
think that is what
most students would
say as well
23. I put up links
to all the
library
videos
The library
connecting with
the lecturers
more to say ‘this
is what we have’
24. Preliminary themes of interest
Different set of expectations depending on the level of the modules,
from first year undergrad to MA or PhD
Concern over students’ lack of critical thinking skills and the fact
that they read less
Academics designing their own information skills training for their
students, using library resources
Lack of awareness of library resources
Need for a programme based, coordinated approach to information
skills training, with Colleges and the Library working together
26. The interviews were a great tool to start
conversations with academics about student
training in information skills
Academics’ expectations of student assignments
are not necessarily centred on the Library
There was a clear gap between students’ and
academics’ perceptions of what was expected - can
the Library bridge this gap?
Transcribing and coding the interviews takes
longer than initially planned!
28. Bibliography
American Libraries Association (2008) Academic Libraries in the United States - Statistical
Trends. Available at: http://www.ala.org/research/librarystats/academic/academiclibraries
(Accessed: 15 November 2016).
Dinkins, D. and Ryan, S. M. (2010) 'Measuring Referrals: The Use of Paraprofessionals at the
Reference Desk', The Journal of Academic Librarianship, 36(4), pp. 279-286.
Dunne, S. (2016) 'How Do They Research? An Ethnographic Study of Final Year Undergraduate Research
Behavior in an Irish University', New Review of Academic Librarianship, 22(4), pp. 410-429.
Flick, U. (2014) The SAGE handbook of qualitative data analysis. London: SAGE.
Foster, N. F. and Gibbons, S. L. (eds.) (2007) Studying students: The undergraduate research
project at the University of Rochester: Association of College and Research Libraries.
Gibbons, S. (2013) 'Techniques to understand the changing needs of library users', IFLA Journal,
39(2), pp. 162-167.
Hockey, J. M. (2016) 'Transforming library enquiry services: anywhere, anytime, any device',
Library Management, 37(3), pp. 125-135.
Leavy, P. (2015) The Oxford handbook of qualitative research. Oxford: Oxford University Press.
McLaughlin, J. E. (2015) 'Focus on User Experience: Moving from a Library-Centric Point of View',
Internet Reference Services Quarterly, 20(1-2), pp. 33-60.
Peters, T. (2015) 'Taking librarians off the desk: one library changes its reference desk staffing
model', Performance Measurement and Metrics, 16(1), pp. 18-27.
Ryan, S. M. (2008) 'Reference Transactions Analysis: The Cost-Effectiveness of Staffing a
Traditional Academic Reference Desk', The Journal of Academic Librarianship, 34(5), pp. 389-399.
Saldana, J. (2015) The coding manual for qualitative researchers. 3rd edn. Los Angeles: SAGE.
Stevens, C. R. (2013) 'Reference Reviewed and Re-Envisioned: Revamping Librarian and Desk-Centric
Services with LibStARs and LibAnswers', Journal of Academic Librarianship, 39(2), pp. 202-214.
Editor's Notes
In the context of declining reference queries at our desks I was asked to review the literature in relation to these questions.
While relevant, and indicating that yes, there have been serious declines, the service development research seemed to indicate that they were….
Research across universities shows a significant decrease over time
American Libraries Association (2008) - 58%
Dinkins and Ryan (2010) – 50 % (approx)
Hockey, J. M. (2016) - 47%
Kyrillidou (2012) – 65%
Ryan, S. M. (2008) - 50% (approx)
Peters (2015) – 48.8%
Stevens, C. R. (2013) – 81%
….library centric in outlook.
Ethnography, User Experience, and Participatory research design all suggested a more Student Centric approach. (Foster & Gibbons, 2007, Gibbons, 2013, McLaughlin, 2015,Dunne, 2016, Asher & Miller, 2016)
In consultation with the User Services Manager, Avril Patterson we decided to follow in the footsteps of those at the University of Rochester and ask these questions in order to develop services.
We choose four ethnographic and user experience research methods. It important to note that these methods take small samples sizes to provide detailed narratives of student or academic experiences. Rather than counting numbers, we look at the intricacies of experience.
In order for the service development to be effective, we have adopted a team approach, by including those people who deliver our services in the research process. The core team is:
The broader Research Team is made up of the Client Services team and the College Liaison Librarian Team.
The ethics approval process delayed us considerably. But it did have the benefit of forcing us to create quality documentation and consider difficult questions such as how do we include people with disabilities, or how will we store and archive our research data securely.
57 page submission not including supporting documentation
23 “questions” returned from Ethics Committee first review
Forced us to consider and formulate thinking
•Research Design – Interpretivist Paradigm, Ethnographic/User Experience Approaches
•Justifying Sample Sizes (approx N=10 most methods)
•Research Information Sheets
•Informed Consent
•Interview Protocols
•Archiving and Data Management (data, consent forms, photo release forms)
•Anonymity of participants
•Data Recording
•Matching Data across with research methods
•Appropriately including people with a diagnosed disability
•Language proficiency of participants
We asked students in pairs or singly to create a Journey Map of their research process.
We are now at the data analysis phase. We are using a two pronged approach for this. Our entire Client Services Team have analysed the journey maps and separately, the research team are coding the transcripts of explanations of their journeys using open and then closed coding.
There are a number of Positive Service Interaction Points that the library could leverage.
Searching & Gathering Information - positively profile our search tools
Subject Matter - Positively profile Collections to Undergraduates
OneSearch & other tools - scholarly
Library Spaces and Library Staff - “We have a great time”
Serendipity when browsing shelves
Non-library sources - e.g. SciHub & YouTube
Pain points, so what can we fix for the students?
Book Access
Referencing and Citation, Writing Skills
Paywalls
Identifying Relevant
Reputable sources were all mentioned.
Quick Fixes & more research
Sources Beyond the LibraryGoogleGoogle ScholarSparkNotes Research GateSci-hub citethisforme.com Google Images YouTube
Peers & Culture
Reading Lists
What does my lecturer want? Academic Expectations
Assessment*
Student Skills: Critical Thinking*, IT Skills, Time Management Skills
Language of Emotion – 11 positive, 18 negative
Liaison with our colleagues in access staff and the schools.
9 interviewees
3 men, 6 women
Across all UCD colleges
Interviews carried out by the liaison librarians for each college
So far, ????? pages of transcripts. Coding will be carried out by Marta Bustillo and Amanda Doran
Interviewees wanted students to use primary sources, to go back to the original material, and many were concerned that there is now so much information out there it is difficult to decide what are the appropriate secondary sources to use.
They expect students to follow the reading list, but also to find other relevant material by themselves
Transcription and coding process is ongoing, so these are very tentative/ preliminary themes of interest
Sample is not statistically significant and therefore themes are not generalizable
As with all qualitative research, the interviews convey rich narratives that explore the issues in great detail