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.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
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.
Watch listen Learn: Understanding the undergraduate research process through ...Siobhán Dunne
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.
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
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.
NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Le...Austin Hall
Austin Hall's Roundtable for the "Freed Reading: Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence" NCTE 2017 session.
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.
From the road less travelled to the information super highway: information literacy in the 21st Century.
Friday, January 31st, 2014 at The British Library Conference Centre
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
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.
NCTE 2017 "The Book Love Elective: Reading for Pleasure at the High School Le...Austin Hall
Austin Hall's Roundtable for the "Freed Reading: Book Love Grant Winners on Using Classroom Libraries to Promote Student Joy, Growth, and Independence" NCTE 2017 session.
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.
From the road less travelled to the information super highway: information literacy in the 21st Century.
Friday, January 31st, 2014 at The British Library Conference Centre
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.
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.
Is the students’ lack of enthusiasm for reading a fact of life or can we do s...Samantha Oakley
Materials used for the Swansea University SALT Conference 2013 Round Table session. The aim was to stimulate debate on student reading and how to encourage it. We had a packed, lively session - hope everyone enjoyed it as much as I did!
Note: the slides were printed on A4 in colour with a set of quotes/ideas to tackle the issue back-to-back. This was used as the focus for discussion.
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 Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
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
The French Revolution Class 9 Study Material pdf free download
What Do Students Actually Want: A User-Centred Approach to Subject guides
1. What do students actually want? A User-centered Approach to Subject Guides Dana Ouellette, MA, MLIS (candidate) Information Services Librarian Concordia University College of Alberta September 2, 2011
2. What the literature says Very little research on subject guides practical papers and case studies Guidelines for design: Readability and usability (Cox, 1996; Dahl, 2001) Do students use subject guides? 53% of Duke students never have (Reeb & Gibbons, 2004)
3. What the literature says Only 4 user-centered studies to date (Magi, 2003; Courtious, Higgins and Kupar, 2005; Staley, 2007; Hintz et al., 2010) All quantitative All notice the need for further research using qualitative methods Need for user centered research No research on user’s needs and preferences (Vileno, 2007)
4. Method Qualitative interviews 45-60 minutes Semi-structured Guide: How students normally search for information? How do students use subject guides? What they like and/or dislike? Limitations
5. Participants 11 participants 9 female (82%) 2 males (18%) 5 graduate students 6 undergraduate students Various disciplines
6. Research questions How do university students use subject guides? How do subject guides affect the information-seeking behaviours of university students? What elements of subject guides do students like, if any? What elements of subject guides do students dislike, if any?
7. Findings – How do students use subject guides? They don’t!!! Don’t know subject guides exist Prefer Google/open web Do not feel they need to Students have their own method and stick to it.
8. How do students use subject guides? Only use subject guides when stuck Last resort: “maybe if it was 11 p.m. on the night before and I didn’t have anyone to ask, then this would be valuable.” Research in a new discipline Only use databases tab “that’s why I go to the subject guide…just to find articles”
9. How do subject guides affect information seeking behaviour They don’t False assumption Students find something that works and sticks with it
10. Student perceptions: Key findings Largest priority is clean easy to use guides (Hintz et al.) Clutter Unclear/confusing language General look and feel of the guide Specificity Kimberley Hintz, Paula Farrar, ShirinEshghi, Barbara Sobol, Jo-Anne Naslund, Teresa Lee, Tara Stephens, and Aleha McCauley. “Letting Students Take the Lead: A User-Centered Approach to Evaluating Subject Guides,” Evidence Based Library and Information Practice 5.4 (2010):39-52.
11. Clutter Too many Tabs Too many links/too much text Student’s do not scroll “I wouldn’t scroll down unless I really had too” (Jack) Condense
12. Unclear/Confusing language Databases vs. Articles vs. Journals Avoid jargon Clearly labeled tabs “It’s kind of like, I’m sending you out to buy groceries in Japan. You have no idea how to read Japanese labels and you kind of have an idea that they have food there and then the things that you pick… are things that you think I’d never eat this. So like. Where do you start and how do you know that says beans and not octopus eyeballs.”
13. Look and feel Mostly MacEwan Students Students do not like the look of tabs “The tabs look outdated and I get the idea that the information is outdated… I haven’t seen tabs on websites in years, it doesn’t instill trust that this is current.” Global navigation vs. local navigation (tabs)
14. Specificity Want more specific guides Jessie “why don’t I just look at the list of all the databases, if I’m going to look at this. It’s got like 85 databases on it.” Divide guides by sub-discipline Course guides even better
15. Final thought: One size doesn’t fit all “principles of searching is silly” (jesse) “some info on search skill would be useful to people.” (Trish) Everyone has different needs Each discipline is different Guides must be tailored to audience
Case studies on topics such as using LibGuides (Judd, 2007), delicious (Corrado, 2008), web2.0 tools etc…Early research looks at readability and usability of subject guidesVileno 2007 literature review of articles on subject guides from 1970 -2007, found there was not much literature on subject guides and a void in user centred studies.
Magi (2003) found that students preferred print pathfinders over web basedcourtois, Higgens and Kupar (2005) Quantitative only one question!!! Was this guide helpful 2% response rate50% of students find subject guides helpful 40% a little helpful or not helpfulStaley, well designed how students use subject guidesMost students just use database page, majority of students find them very useful or somewhat useful
Sandy said about subject guides, “It looks like there are a lot of good things [with these guides ], but I haven’t used them because I didn’t know they were here.” Jessie – It might be helpful if I…didn’t know where to start. A lot of this I’ve never clicked on before because I’ve never gotten really stuck… maybe if it was 11 pm on the night before and I didn’t have anyone to ask then this would be valuable
The fact that guides exist doesn’t change the way people look for information. Students want guides that help them search the same way they always have more efficiently and then give them some guidance if they get really stuck.Trish always uses EricGina always uses citation linkingNadia always uses google or JSTOR because a friend told her about it.
Cindy also demonstrated the risk of poorly labeled tabs when she admitted that she had never explored the other tabs because she did not know what they contained based on their label.
