For higher education students, learning can happen anytime and anywhere, however not much is known about how students actually conduct research. A User eXperience (UX) approach, which deploys an anthropological lens, has typically focussed on how library users are interacting with space and services. In this paper I will present the findings of an ethnographic study which shifted the traditional focus of UX to understand how students are engaging with the research process. Using participant observation, behavioural maps, student diaries and retrospective interviews, I was provided with unique access that enabled me to capture the behaviours of these students in their own environments. The research examined the practice of undergraduate research both inside and outside the library walls and found that the research process can be influenced by a number of factors including age, experience, work commitments, family, peer, academic and library anxiety.
I was acutely aware of my responsibility as a researcher to build trust and honesty with the students. Working so closely with them enabled me to discover patterns in their research behaviour, discuss their approach to research and identify gaps in support. This was collaborative ethnography; as I observed research practice, I was able to provide instant advice to help them improve their research skills. In addition, I have discussed my findings with academic colleagues and together we have been making improvements to undergraduate study skills modules. This paper will discuss how an ethnographic approach has informed my professional practice and ultimately improved how I deliver research skills support to undergraduate students. I will also reflect on the role ethnography can play in empowering librarians to perform a leading research role within their own institutions.
What Do Students Actually Want: A User-Centred Approach to Subject guidesouellette109
This paper reports on the results of a qualitative research project that investigates how students use subject guides, and what students like and dislike about subject guides. Using in-depth interviews with eleven university students it was found that students want subject guides that are clean and simple, and although students do not use subject guides often, they might if subject guides were more specifically customized to meet their needs. When designing subject guides for students, one size does not fit all, and librarians should consult with students and faculty to assess their needs and wants in order to create guides that are more useful, and more used.
What Do Students Actually Want: A User-Centred Approach to Subject guidesouellette109
This paper reports on the results of a qualitative research project that investigates how students use subject guides, and what students like and dislike about subject guides. Using in-depth interviews with eleven university students it was found that students want subject guides that are clean and simple, and although students do not use subject guides often, they might if subject guides were more specifically customized to meet their needs. When designing subject guides for students, one size does not fit all, and librarians should consult with students and faculty to assess their needs and wants in order to create guides that are more useful, and more used.
Using Knowledge Forum (KF) for Scientific Inquiry: A Sharing of School Based ...CITE
14 June 2014 (Sat) 14:15 – 14:35
RMS 206
#648
Using Knowledge Forum (KF) for Scientific Inquiry: A Sharing of School Based E-Learning Project in Hong Kong
WAN, Wai-Yan Sally (The Chinese University of Hong Kong); LAW, Lok-Kan Kevin (Delia Memorial School (Glee Path))
Knowledge Forum (KF) is a computer-supported collaborative learning (CSCL) platform. Some evidence has shown that using KF enhances students’ learning and develops their generic skills such as problem-solving skills, critical thinking skills, and so on. The purpose of this study is to examine how Secondary One students of a multi-ethnic private school in Hong Kong view knowledge building processes using KF in inquiring water purification whilst collaborating by a group of Spanish students. Primary data source includes focus group interviews, as triangulated by observations and online discussion. Findings and discussion of students’ views upon knowledge building process will be presented. Implications for curriculum and pedagogical design will be discussed.
The Librarian Knows More than Google--and Your MomBrian Collier
What information skills are 90% of high school graduates missing (based on Harvard research publications, MacArthur Foundation reports, and university faculty anecdotes)? What can we do to make sure our graduates are the college freshmen who know what they're doing and not the ones calling home to ask their Moms? Librarians and classroom teachers are both welcome to this discussion.
Reading lists the good, the bad and the uglyDavid Clover
Presentation used as part of workshop with academic staff on reading lists from a teaching and learning perspective. Includes overview of current research and differing approaches as starting point for discussion.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Nan L. Kalke MWERA presentation October 19, 2017Nan Kalke
How Faculty Assessments of Degree Completion Likelihood Shape their Advising Relationships with Doctoral Students. PowerPoint Slide presentation by Nan L. Kalke, PhD, at MidWestern Educational Research Association's (MWERA) Annual Meeting October 19, 2017
Anna Simon presentation for the "Inside Out: Examining Studio Artists' Perceptions, Presentations, Representations, and Actual Use in the Fine Arts Library" session at VRA + ARLIS/NA 2nd Joint conference.
It’ll be all right on the night: DCU Library in the Digital HumanitiesSiobhán Dunne
From the 1–3 September 2015, DCU Library took a leap into the dark and hosted Digital Research in the
Humanities and Arts 2015, a prestigious international conference for those engaged with the digitisation of
cultural activity, resources and heritage. Having been awarded the conference following a tough competitive
process, the committee, consisting of three librarians, set about planning an event to combine weighty academic
presentations on a dizzying array of topics, cutting edge digital art installations, complex multi-media keynote
addresses, and a social programme designed to keep a motley bunch of artists, academics and digital pioneers
happy and engaged.
Leaving their comfort zone well behind, they were required to act as convenors, curators, mediators, reviewers,
technicians and stage hands. They liaised extensively with colleagues across DCU to beg, borrow and steal
anything from iMacs and PC monitors to projectors and HDMI cables. They could often be found hammering nails,
hanging drapes, dragging tables and eating on the run. There was never a dull moment! In the end, DRHA 2015
was a huge hit. They succeeded in putting DCU on the digital humanities map and shattered a few preconceptions
about the influence librarians can have on the academic and cultural landscape.
Using Knowledge Forum (KF) for Scientific Inquiry: A Sharing of School Based ...CITE
14 June 2014 (Sat) 14:15 – 14:35
RMS 206
#648
Using Knowledge Forum (KF) for Scientific Inquiry: A Sharing of School Based E-Learning Project in Hong Kong
WAN, Wai-Yan Sally (The Chinese University of Hong Kong); LAW, Lok-Kan Kevin (Delia Memorial School (Glee Path))
Knowledge Forum (KF) is a computer-supported collaborative learning (CSCL) platform. Some evidence has shown that using KF enhances students’ learning and develops their generic skills such as problem-solving skills, critical thinking skills, and so on. The purpose of this study is to examine how Secondary One students of a multi-ethnic private school in Hong Kong view knowledge building processes using KF in inquiring water purification whilst collaborating by a group of Spanish students. Primary data source includes focus group interviews, as triangulated by observations and online discussion. Findings and discussion of students’ views upon knowledge building process will be presented. Implications for curriculum and pedagogical design will be discussed.
The Librarian Knows More than Google--and Your MomBrian Collier
What information skills are 90% of high school graduates missing (based on Harvard research publications, MacArthur Foundation reports, and university faculty anecdotes)? What can we do to make sure our graduates are the college freshmen who know what they're doing and not the ones calling home to ask their Moms? Librarians and classroom teachers are both welcome to this discussion.
Reading lists the good, the bad and the uglyDavid Clover
Presentation used as part of workshop with academic staff on reading lists from a teaching and learning perspective. Includes overview of current research and differing approaches as starting point for discussion.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Nan L. Kalke MWERA presentation October 19, 2017Nan Kalke
How Faculty Assessments of Degree Completion Likelihood Shape their Advising Relationships with Doctoral Students. PowerPoint Slide presentation by Nan L. Kalke, PhD, at MidWestern Educational Research Association's (MWERA) Annual Meeting October 19, 2017
Anna Simon presentation for the "Inside Out: Examining Studio Artists' Perceptions, Presentations, Representations, and Actual Use in the Fine Arts Library" session at VRA + ARLIS/NA 2nd Joint conference.
It’ll be all right on the night: DCU Library in the Digital HumanitiesSiobhán Dunne
From the 1–3 September 2015, DCU Library took a leap into the dark and hosted Digital Research in the
Humanities and Arts 2015, a prestigious international conference for those engaged with the digitisation of
cultural activity, resources and heritage. Having been awarded the conference following a tough competitive
process, the committee, consisting of three librarians, set about planning an event to combine weighty academic
presentations on a dizzying array of topics, cutting edge digital art installations, complex multi-media keynote
addresses, and a social programme designed to keep a motley bunch of artists, academics and digital pioneers
happy and engaged.
Leaving their comfort zone well behind, they were required to act as convenors, curators, mediators, reviewers,
technicians and stage hands. They liaised extensively with colleagues across DCU to beg, borrow and steal
anything from iMacs and PC monitors to projectors and HDMI cables. They could often be found hammering nails,
hanging drapes, dragging tables and eating on the run. There was never a dull moment! In the end, DRHA 2015
was a huge hit. They succeeded in putting DCU on the digital humanities map and shattered a few preconceptions
about the influence librarians can have on the academic and cultural landscape.
Information Use in Natural Habitats: A Comparative Study of Graduates in the ...Siobhán Dunne
Two librarians working with journalism students in higher education institutions in Ireland and Canada designed a comparative research study which surveyed graduates about the information resources they used to accomplish key communications tasks in their professional roles. The aim of the study was to (a) identify resources being used in practice and (b) harness that knowledge to improve both the content of information skills programmes and the pedagogical approach for teaching those skills. We were curious about the resources graduates actually used at work, both in traditional journalism positions and more broadly in other fields of communications.
An analysis of current professional journalism standards (Accrediting Council on Education in Journalism and Mass Communication 2012; National Council for the Training of Journalists 2012, 2014) and recent articles on information use by journalists (Machill & Bieller 2009; Wenger & Owens 2013) shows a disconnect between what journalists are expected to use and what they really use in daily practice. Literature on information literacy instruction for journalism students is quite descriptive about the resources we teach students in these programs but this is not always connected to what they might use in practice, in particular as they often have access to different resources than those provided by institutional subscriptions. Missing from the literature entirely is the consideration of journalists working in other communications roles.
Drawing on their prior work and other major studies, the authors will present recommendations for refining classroom practice to foster greater transfer of information literacy skills. We will present data from the survey and discuss the challenges the results present both in terms of what and how we teach in information literacy sessions for professional programs. Participants will be invited to complete a predictive version of the survey to compare what they think these professionals said with our results. This will be the basis for a discussion not only of our results, but also of our process, and how it might inform similar projects.
Although the focus of this study relates to employability skills in the field of journalism and communications, we will discuss the transferability of our findings and how our approach enables implications to be drawn for programmes that prepare students for future careers in other disciplines. Participants will be encouraged to generate questions they could use in similar surveys of graduates in other programs. Both librarians already work closely with faculty on existing journalism programmes; this paper will discuss how the insights gained from the study have been shared with colleagues to improve programmes for future students.
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
Not sure what to share on SlideShare?
SlideShares that inform, inspire and educate attract the most views. Beyond that, ideas for what you can upload are limitless. We’ve selected a few popular examples to get your creative juices flowing.
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
Partnering with the Library: Implementing Embedded Librarianship in English 101CSNLibrary
This presentation highlights the details of the partnership between a CSN instructor and librarians to bring a librarian into a "research-enhanced" section of English 101, and demonstrates how this program has contributed to the success of the students.
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.
Starting from Scratch: Meaningful Integration of Information Literacy through...Chris Sweet
Instruction librarians are all too familiar with well-intentioned research papers and assignments that reduce information literacy to a simplistic checklist (must include 4 peer-reviewed sources) or set of skills (use interlibrary loan, cite materials properly). Librarians and classroom faculty should recognize that information literacy cannot just be magically imparted to students through a single assignment or library instruction session. Becoming information literate requires repeated practice in a variety of contexts. How often have you wished for the opportunity to just sit down with a faculty member and start from scratch when designing an assignment –or even better- an entire course? That is precisely what the presenters have done with two sociology courses at Illinois Wesleyan University. Professor of Sociology, Meghan Burke and Information Literacy Librarian, Chris Sweet collaboratively re-designed two of Professor Burke's race and ethnic relations sociology courses. The new courses integrate information literacy concepts throughout each course. Because of the new course structure, teaching information literacy has also become a shared responsibility.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Overview
• Rationale for this research
• Literature review & methodology
• Professional challenges
• Recommendations and future research
• Reflections on ethnography
3. Rationale
• Primary research requirement: MSc Education & Training
Leadership
• To capture the student voice - very little prior knowledge
of the undergraduate research process
• To advance a prior study on first year undergraduate
research behaviour (Dunne & Sheridan, 2012)
• ‘Library as lab’ - a natural habitat for observing research
behaviour
5. The Ethnographer
“participates, overtly or covertly, in
people's daily lives for an extended
period of time, watching what
happens, listening to what is said,
and/or asking questions through
informal and formal interviews,
collecting documents and artefacts
- in fact, gathering whatever data
are available to throw light on the
issues that are the emerging focus
of inquiry”
(Hammersley & Atkinson, 2007)
6. Library Anxiety
1. Fear of the library as a place, often
described by its impressive size
2. Not knowing where to find
information, nor how it's organised
3. Lack of self-confidence concerning
how to conduct a search
4. Fear of library staff resulting in an
inability to ask for help
5. Feeling like they're the only one not
to understand how the library works
6. Feeling of paralysis when starting an
information search
Source: Anthony J. Onwuegbuzie, A. Jiao,
Q. and Bostick, S. 2004 . Library Anxiety:
Theory, Research, and Applications
7. The Participants
• 5 final year undergraduate students:
3 Communications + 2 Intercultural Studies
3 Generation X + 2 Millennial
• Recruited through lecture call; follow on emails &
flyers
• Incentivised participation through offer of
dedicated consultation & on the fly advice
• 6 week ethnographic study
8. Methodology
• Study approved by DCU Research Ethics Committee:
students received outline of research, plain language
statement & informed consent
• Data collection:
2 X 1 hour observation sessions
Maintain a student diary
1 X retrospective interview
• Data triangulation: validated by cross referencing
observation data & diary data
• Data analysis: colour coding & assignment of broad themes
9.
10. Emergent Themes
• Time and space for research
• Research behaviour
• Uncertainty about the research process
• Harnessing social media
• Support networks
• Organising research
15. Research behaviours
“What I have been doing up till
this point is taking notes as I read.
I mark the page numbers and
either quote or summarize the
passages. I intend to use what I
write as an index of the main
ideas. While taking these notes
I’ve been mindful of writing in an
academic fashion, as I believe I
may be able to cut and paste
some of what I’ve written directly
into my dissertation”
(diary entry - millennial student)
Research Behaviour
16. Extract from my field notes (millennial student)
12.37 Opens article, takes notes in spiral bound notebook
Opens tab containing Word document
Flicks to another tab
12.39 Opens a different tab containing another article, this time
from acadmia.edu. Reads some text from it
Picks up phone to respond to Facebook message
Returns to Word and types text
12.41 Repeats this.
Checks word count and records in notebook
Opens up text book, scans index
Looks up body of text
Continues to flick between index and text.
17. 12.42 Places book back on desk and opens Google
Opens library catalogue and enters search
Moves to Advanced catalogue search
Scans results and opens book record
12.44 Opens tab containing Google Book search
Scans table of contents
12.45 Opens tab with ‘different’ journal article
Scans first page
Returns to Word doc
Flips to Google results tab
Returns to Word doc and types for a minute
12.47 Returns to article
Returns to Word doc and types for another minute
Scrolls through Word doc (finger on screen) this lasts for about a minute
18. Uncertainty about
the Research Process
Lecturer’s Advice
“The research process is non
linear – each step can influence
subsequent and previous steps”
Student’s Reality
“Today I’m starting my
methodology chapter, I’ve no
idea how to do it. I have to get it
done today”
19. Source Evaluation
Millennial Student
“While waiting on articles to load, I begin to examine
other ones I already have open. There is a slight problem
in that I’ve found articles covering [blank] and [blank] and
[blank] but none covering all three”.
Generation X Student
“So it’s looking at the value of things, it’s looking at the
whole thing. It’s not looking at the title and going ‘that
title doesn’t match what I need’. And I think a lot of
people do that, they look at it and go I don’t know, this
isn’t what I’m looking for”
20. Crowdsourcing research advice
“there was one girl who went on [Facebook ] & said: ‘I’m doing
this all wrong’ and eight or nine hours later said ‘I’m doing it this
way anyway’. Even though there was people who said you are
doing it wrong... so you have this kind of rationalisation, they all
picked each other up...I wanted to go on and say just take your
finger out, you still have three days, just do it, you can still
salvage it. But all there was was no, its gonna be ok cos everyone
here has said so”
[Generation X student]
21. Support Networks
“it’s easier to ask classmates
because they’re my peers, we’re in
the same boat. We often share
assignments with one another if
we’re stuck. A gang of us work
together in the same group study
room. That way then we can study
independently but collaborate if we
need advice”
(Generation X student)
22. Organising Research
“Still in the coffee shop, checking
two references on my phone but I
can’t find them. I’m sure I have
written them down somewhere
but I have too many little notes.
I’m so disorganised this semester.
I don’t know what’s going on with
me”
(Generation X student)
23. Key Learning Moments
• Increased student diversity brings new challenges for intercultural
communication: cultural library anxiety means some students avoid
seeking the help they require
• Issues of trust and the co-production of knowledge: as co creators of
data, this was collaborative ethnography
• Ethnographic approach uncovers information difficult to elicit by other
means and complements traditional feedback mechanisms such as The
National Survey of Student Engagement
• Students strongly desire extra supports to teach them research skills
24. Sharing findings with students & staff
(academic; student support;
teaching enhancement)
Longitudinal study
- different disciplines
A study of faculty understanding of
UG research process
A life logging study?
Actions & Future Research
25. Professional Challenges
• Knowing when to wear the most
appropriate hat:
student | participant| observer|librarian
• Capturing genuine research behaviour &
mitigating against participants telling me
what I wanted to hear
• Ensuring participants didn’t feel like
objects of external scrutiny but rather
partners & co producers of data
26. References
• Asher, A., and Miller, S. 2011. So You Want to Do Anthropology in Your Library? or A Practical
Guide to Ethnographic Research in Academic Libraries. [Online] Available from:
http://www.erialproject.org/wp-content/uploads/2011/03/Toolkit-3.22.11.pdf
• Dunne, S. 2016. How Do They Research? An Ethnographic Study of Final Year Undergraduate
Research Behaviour in an Irish University. New Review of Academic Librarianship. [Online]
Available from:
http://www.tandfonline.com/doi/full/10.1080/13614533.2016.1168747#.V1GW1vkrLcs
• Dunne, S. and Sheridan, V. 2012. The bigger picture: undergraduate voices reflecting on
academic transition in an Irish university. Innovations in Education and Teaching
International, 49(3), pp. 237-247. [Online] Available from:
http://www.tandfonline.com/doi/full/10.1080/14703297.2012.703019#abstract
• Fried Foster, N. and Gibbons, S. 2007. Studying Students: The Undergraduate Research
Project at the University of Rochester. [Online] Available from:
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/booksanddigitalresourc
es/digital/Foster-Gibbons_cmpd.pdf
• Hammersley, M. and Atkinson, P. 2007. Ethnography: principles in practice. London:
Routledge.
• Healey, M. and Jenkins, A. 2009. Developing undergraduate research and inquiry. [Online]
Available from:
https://www.heacademy.ac.uk/sites/default/files/developingundergraduate_final.pdf
• Lanclos, D. 2015. Ethnographic Techniques and New Visions for Libraries, in Library Analytics
and Metrics: Using Data to Drive Decisions and Services. Ed. Ben Showers. London: Facet
Publishing, pp. 96-107.
• Priestner, A. and Borg, M. 2016. User Experience in Libraries: Applying Ethnography and User
Centred Design. London: Routledge.