The document discusses best practices for teaching information literacy using discovery tools. It outlines the benefits of discovery tools, such as their intuitive interfaces and ability to accommodate broad searches. However, challenges also exist, like overwhelming result sets and inconsistent coverage. The document provides lesson ideas like integrating primary sources and experimenting with flipped learning. It emphasizes teaching higher-order skills like search strategies and evaluation, as well as developing subject guides and highlighting interlibrary loan.

1. TEACHING INFORMATION
LITERACY WITH
DISCOVERY TOOLS
Nancy Fawley, University of Nevada Las Vegas
Nikki Krysak, Norwich University

2. Introduction
About our presentation
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3. Webinar outcomes
• Understand the unique qualities of discovery tools in
order to better instruct students in the classroom
• Learn how to maximize discovery tool features in
order to teach students to fully evaluate search
results
• Understand how discovery tools integrate with
subject-specific databases in order to meet upper-
level course needs
• Acquire new ideas for teaching in order to fully
capitalize on the benefits of teaching with a
discovery tool

4. Poll #1:
Understanding our audience
Does your institution have a discovery tool?
a. Yes, we have one
b. Not yet, but we will be implementing one
c. No, and we have no plans to implement one
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5. Poll #2:
Understanding Our Audience
If you have a discovery tool, when did your institution
implement a discovery tool?
a. Less than 1 year ago
b. 1 to 2 years ago
c. 2 to 3 years ago
d. More than 3 years ago

6. Understanding our students
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7. Recent research findings
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8. Recent research findings (cont.)
• Project Information Literacy Report (2013):
• Students struggle with keyword selection & forming search
queries, filtering & sorting search results, identifying & selecting
potential sources

9. Recent research findings (cont.)
• ERIAL Study (2012)
• Students lack methodological understanding of effective searches,
expend the minimum effort needed, rarely look past the first page
of results

10. Recent research findings (cont.)
• Asher, Duke & Wilson (2013)
• Students rely on default relevancy ranking for best sources

11. Recent research findings (cont.)
• Maid & D’Angelo (2013)
• Students need to be aware of the danger in forming snap
judgments when gathering information in unfamiliar subject areas

12. Poll #3:
Understanding your institutions
If you have a discovery tool, is it the only way to
search your OPAC?
a. Yes
b. No

13. Poll #4:
Understanding your institutions
If you use a discovery tool, is it positioned as a
main default search box on the library homepage?
a. Yes
b. No

14. Discussion

15. Benefits of teaching with
discovery tools
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16. Benefits of teaching with
discovery tools
• One-stop shop model (also a drawback)
• Unified search platform (also a drawback)

17. • Intuitive, Google-like interface
• Accommodates broad keyword searches
Benefits of teaching with
discovery tools (cont.)

18. • Facets and limiters (also a drawback)
Benefits of teaching with
discovery tools (cont.)

19. • Interdisciplinary-friendly
• Encourages critical thinking
Benefits of teaching with
discovery tools (cont.)

20. Challenges of teaching with
discovery tools
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21. Challenges of teaching with
discovery tools
• Overwhelming number of retrievals
• Relevancy rankings
• Lack of controlled vocabulary

22. • One-stop shop model (also a benefit)
• Unified search platform (also a benefit)
Challenges of teaching with
discovery tools (cont.)

23. • Spotty interdisciplinary coverage
• Inconsistent use across high-impact classes
Challenges of teaching with
discovery tools (cont.)

24. Getting others on board
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25. Getting others on board
• Write the discovery tool into learning outcomes, when
applicable to course content
• Communicate tool changes & updates to instruction team

26. Discussion

27. Teaching: Best practices
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28. • Higher order skills:
• Search strategies
• Evaluating sources
Teaching: Best practices

29. • Consider the context
• Go beyond your comfort zone
Teaching: Best practices (cont.)

30. • Develop supplemental subject guides
• Highlight link resolvers
• Emphasize ILL
Teaching accessories
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31. Lesson ideas
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32. Lesson ideas
• Integrate primary resource materials

33. • Databases have structure
Lesson ideas (cont.)

34. • Experiment with flipped learning
Lesson ideas (cont.)

35. Lesson ideas (cont.)
• Unmediated searching

36. Discussion
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37. Selected Bibliography
Asher, A.D. & Duke, L.M. (2012). Searching for answers: Student research behavior at Illinois Wesleyan University. In L.M. Duke
& A.D. Asher (Eds.), College libraries and student culture: What we now know (pp. 71-85). Chicago: ALA Editions.
Asher, A.D., Duke, L.M., & Wilson, S. Paths of discovery: Comparing the search effectiveness of EBSCO Discovery
Service, Summon, Google Scholar, and conventional library resources. College & Research Libraries 74(5), 464-488.
Cowan, S.M. (2014). Information literacy: The battle we won that we lost? portal: Libraries and the Academy 14(1), 22-32.
The Flipped Learning Network. (2014). The four pillars of F-L-I-P™. Retrieved from http://fln.schoolwires.net/cms/lib07/
VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf
Godbey, S., Wainscott, S. & Goodman, X. What is a database? An understanding of the underlying structures and common
features of databases. In Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians. American Library
Association. (Accepted book chapter).
Head, A.J. (2013, December 5). Learning the ropes: How freshmen conduct research once they enter college. Project Information
Literacy Research Report: The Passage Studies. Retrieved from http://projectinfolit.org/pdfs/PIL_2013_FreshmenStudy_
FullReport.pdf
Hofer, A. R. & Townsend, L. & Brunetti, K. (2012). Troublesome concepts and information literacy: Investigating threshold
concepts for IL instruction. portal: Libraries and the Academy 12(4), 387-405.
Maid, B.M. & D’Angelo, B.J. (2013). Teaching researching in the digital age: An information literacy perspective on the new digital
scholar. In R. McClure & J.P. Purdy (Eds.) The new digital scholar: Exploring and enriching the research and writing practices of
nextgen students. (pp. 295-312). Medford, New Jersey: American Society for Information Science and Technology.
Mutra, Sugata. (2011). Hole-in-the wall: Lighting the spark of learning. Hole-in-the-Wall Education, LTD. Retrieved from
http://www.hole-in-the-wall.com/MIE.html