2. Agenda
9:00–12:00 PM: E-Resources and Information
Literacy
i. Introducing: Credo Reference and
Libraries Thriving
ii. Icebreaker
iii. Group Discussion
iv. Working Session
12:00 –1:00 PM: Lunch
1:00–2:00 PM: Getting the Most Out of
Your Credo Reference
Service
2:00–2:30 PM: What’s New from Credo
Reference?
3. Introducing: Credo Reference
PROMOTE INFORMATION LITERACY & RESEARCH EFFECTIVENESS
Reference Reference Topic Pages Information
Database eBook Literacy
Platform
Discoverability
Information
2000 Publisher of library
Literacy Tools
customers Collections
Connectivity & Services
80 publishers Subject to other
Collections eResources
5. Collaborating to Share Resources
“…multiple organizations sometimes work separately to
accomplish the same purposes of preserving, archiving, and
disseminating print and born digital materials, raising
problems with duplication, overlap, and unnecessary
expenses” (Cadmus, 2011)
6. Collaborating to Share Ideas
“None of us can know everything; each of us knows
something; and we can put the pieces together if we pool
our resources and combine our skills.”
-Henry Jenkins, Principal Investigator, New Media Literacies Project
7. How Much Does a Polar Bear Weigh?
Enough to break the ice!
9. 1. Project Information Literacy
For over three- fourths (84%) of the students surveyed,
“Research seems to be far more
the most difficult step of the course-related research
difficult to conduct in the digital
process was getting started.
age than it did in previous times.”
“Truth Be Told: How College Students Evaluate and Use Information in the Digital Age, Alison J. Head and
“Research seems to be far more
Michael B. Eisenberg, Project Information Literacy Progress Report, University of Washington's Information
School, November 1, 2010 (72 pages, PDF, 602 KB).
“Research seems toconduct difficult to conduct in
difficult to be far more in the digital
theage than it did in previous times.” times.”
digital age than it did in previous
"Finding Context: What Today's College Student Say about Conducting Research in the Digital Age", Alison J. Head
and Michael B. Eisenberg, Project Information Literacy Progress Report, University of Washington's Information
School, February 4, 2009 (18 pages, PDF, 864 KB).
10. What are common frustrations your
students experience while doing
research?
– Overwhelming information
– Lack of context
– Unfiltered search results
– Absence of citable, trustworthy information
"Finding Context: What Today's College Student Say about Conducting Research in the Digital Age", Alison J. Head and
Michael B. Eisenberg, Project Information Literacy Progress Report, University of Washington's Information School, February
4, 2009 (18 pages, PDF, 864 KB).
11. OurERIAL Project
2. Agenda
Overall consensus between faculty and librarians is that students
need assistance with the following information literacy skills:
Finding research tools beyond Google and Wikipedia
Understanding the purpose of the library
Navigating the library
Assessing quality and reliability of information
Discerning between different types of materials
Conducting effective searches
Narrowing topics
Citing sources & avoiding plagiarism
Library/faculty information literacy checklist: “ ALA 2011 publication on national study: College Libraries and Student
Culture: What we Now Know by Lynda Duke and Andrew Asher
12. Our Agenda
What are librarians doing to help?
Improving discovery
Developing and teaching IL courses
Student observation and involvement in the learning
progress
Deepening faculty collaboration
QuickTime™ and a
decompressor
are needed to see this picture.
13. 3. The Value of Academic Libraries: An ACRL Initiative
Products Service
Facility People
Mediation Enabling
Resources Educational Impact
Sense-making
Access
(Information Literacy)
Association of College and Research Libraries. Value of Academic Libraries: A Comprehensive Research Review and Report.
Researched by Megan Oakleaf. Chicago: Association of College and Research Libraries, 2010.
15. 1. Print to E-Resources Transition
Poll: Where are you in your print to e-resource
transition?
16. Why Don’t You Try?
• Reaching out to teachers and faculty groups
• Launching a campaign promoting e-resources on your website
and through e-mails
• Creating an exciting buzz about the new resources through
Facebook and Twitter
• Learning which resources will be available on smart phones and
tablets
• Emphasizing your resources by discipline and community
17. 2. Aligning E-Resources and
Information Literacy to the Curriculum
• What is working well?
• What is not working as well as it could?
• What barriers to increased usage are you
facing?
19. Why Don‘t You Try…
The Information Literate Student…
• Determines the nature and extent of the information needed.
• Accesses needed information effectively and efficiently.
• Evaluates information and its sources critically and incorporates selected
information into his or her knowledge base and value system.
• Uses information effectively to accomplish a specific purpose.
• Understands many of the economic, legal, and social issues surrounding
the use of information and accesses and uses information ethically and
legally.
20. Why Don‘t You Try…
The Information Literate Student…
• Determines the nature and extent of the information needed.
• Accesses needed information effectively and efficiently.
• Evaluates information and its sources critically and incorporates selected
information into his or her knowledge base and value system.
• Uses information effectively to accomplish a specific purpose.
• Understands many of the economic, legal, and social issues surrounding
the use of information and accesses and uses information ethically and
legally.
Effective Researchers…
• Select Information
• Search for Information
• Evaluate Information
• Use Information Responsibly
21. Why Don‘t You Try…
ACRL Information Literacy Standards
ACRL’s Working
Suggestions of Sessions with
Subject-Specific Faculty
Standards http://www.librariesthriving.org/workshops
www.ala.org/acrl/standards
Understandable and Applicable Information
Literacy Standards
23. A Few Tips from Libraries Thriving
Members
• Ask more or better questions about assignments. Don't
make assumptions based on the past.
• Partner with instructors of First Year Seminar courses.
• Collaborate with student success centers and university
colleges.
• Make improvements based on past sessions. Don't wait
for feedback.
• Utilize LibGuides. Consider co-creating LibGuides with
faculty if there is interest!
24. What About You?
• How is it at your institution?
• What has worked for you in the past?
• What obstacles do you face?
25. 4. Technology Trends: What
Librarians Are Saying
• Vendors working together
• Integrated, intelligent, Google-like search
• Scaffolding of resources through modules
• Gamification
• More and more emphasis away from
traditional computers, towards mobile
devices
32. Multiple Touchpoints
Columbia University Libraries use reference as a tool for collaboration
Student enrolled in Graduate student Writing Center providing
the Undergraduate Instructing the support to Undergraduate
Writing Program Undergraduate Writing Writing Program
Program
33. South University sees library instruction as
a means to achieving institutional goals
Incoming Students
FYE course emphasizing Information Literacy and its
application to academic and personal endeavors
Degree Program Degree Program Degree Program
Application of Information Literacy Skills
Graduating Students
Credo Reference The recent University of Washington study (Project Information Literacy, 2009), found that many users are having difficulty with the following research obstacles: Frustration and procrastination - Information overload - Need context - Filtered results - Citable, trustworthy information Do your students face similar challenges?
Credo Reference DRM and licensing Use of LibGuides and Alerts Communications and cooperation
Credo Reference DRM and licensing Use of LibGuides and Alerts Communications and cooperation
Credo Reference
Don’t subscribe to LibGuides? Consider using an Open Source tool like SubjectsPlus or not technically inclined Moodle.
Workshop example on Libraries Thriving; ACRL standards for
MIT, Skills@Library
Credo Reference
Credo Reference
Credo Reference
Not sure if touchpoints is the correct word, or if I should use scaffolding instead? Librarians are using reference materials in the classroom with students in the Undergraduate Writing Program. They base an entire session on brainstorming and concept mapping, and they use Literati’s Mind Map feature as part of this instruction. From there they build on this instruction and help students use reference materials to gain a better understanding of paper topics before connecting to the institution's scholarly resources. The librarians involved in the Undergraduate Writing Program state that many of the graduate student instructors, lack the ability to locate and utilize reference materials. In many ways the instructors then also benefit from this introduction to reference materials. Having the reference materials as a point of discover allows librarians to create scaffolding lessons centered around information literacy. These lessons help the librarians collaborate with the Writing Center staff and other faculty who might otherwise lack the time and/or resources to put together instruction on reference materials. This then adds value to the libraries and makes them integral to the Undergraduate Writing Program.
“ To this end, librarians can integrate library services and resources into high-impact educational practices (Kuh, High-Impact Educational Practices 2008) and embrace “proactive early warning and intervention strategies for students with academic deficiencies. There is a substantial difference between providing academic support as a service for students to elect to participate in voluntarily and [an] approach in which student progress is monitored actively in detail, with mandatory intervention if difficulties are encountered” Ewell and Wellman as quoted in The Value of Academic Libraries: A Comprehensive Research Review and Report , p. 106) Transferability of Information Literacy skills emphasized throughout FYE course materials; Emphasis on successful approaches to college-level coursework rather than individual course assignments; Rather than relying on one-shot instruction sessions when convenient for instructor’s curriculum, FYE course situates reference/discovery of library resources across a student’s college career. Foundation prepares students for entry into degree programs and therefore leads to higher student retention rates because students have a tried and true approach to succeeding at this academic level. Institutional goal is student retention > student retention requires students are prepared for success in academic endeavors and know where to find support > FYE course involves librarians and faculty and teaches students skills necessary for success; Students know to go to the library for more assistance > students venture into degree programs and use library skills throughout courses, are prepared to overcome any obstacles, make it to graduation > library use leads to higher student retention rates
Developed by the Literati Customer Solutions team in conjunction with AUP librarians. Implemented as part of FirstBridge, an AUP FYE course designed for giving incoming freshmen an interdisciplinary perspective on a variety of issues Can be embedded into Learning Management Systems to reach students at the point of need. Several tools are available to embed reference content directly into where students spend the most time—Learning and Course Management Systems such as Blackboard. Embedding research tools rather than linking to external sites allows students the freedom to explore content without leaving a known, comfortable space Reporting tools allow faculty to monitor how and with what frequency students are using the embedded research materials.
