At the LOEX 2011 conference, Meg Grotti and Karen Sobel presented a discussion on teaching with the WorldCat Local library catalog discovery layer. Their presentation focused on honestly laying out the benefits and challenges of teaching with WCL, and ideas for making teaching better.
The final slide of this presentation links to a group for library instructors who teach with WorldCat Local (or those who are interested in this topic). Viewers are welcome to join.
NOTE: Slide captions are available here: http://www.slideshare.net/kslovesbooks/teaching-with-worldcat-local-whats-different-slide-captions
Measuring Anonymity in Academic Virtual Referencekslovesbooks
Kristin Grabarek Roper and I presented this information as a poster session at the American Library Association's Annual Conference 2012. We hope that other librarians, academic and otherwise, may choose to adapt our methods to measure anonymity and assess identity at their institutions.
Starting Out? Start with You: What Every New Librarian Needs to Knowkslovesbooks
Lisa Carlucci Thomas and I presented this at the American Library Association's 2010 Annual Conference. We did it again at the Virtual Conference.
Our presentation focuses on two major skill sets for new librarians: understanding the research/publication process and developing your career.
Feel free to contact me with questions!
"Apples and Oranges: A Comparison of Proprietary Chat Reference Versus Free I...kslovesbooks
I presented this at Reference Renaissance 2008 with colleagues Lorrie Evans and Nina McHale. Wanna know the verdict? Watch the presentation. :) And feel free to contact me with questions.
On May 10-11th, Katherine attended the first annual EBSCO User Group meet in the US city of Boston. Katherine was there on the invitation of the EBSCO User Group committee, made up of university librarians and EBSCO staff. This two day conference was inspired by the UK and Nordic user groups and this first meet-up was a great opportunity for Librarians from all over the US to come together and talk about how they are using EDS. Katherine an update on the major topics and trends which came up in the conference, and give some insight into the role of the EBSCO User Group in the US and the differences between the US and UK usage of EDS, and this lead into a wider discussion about changing role of Librarians in the UK and US.
This presentation was provided by Daniel Tracy of the University of Illinois at Urbana Champaign during the NISO webinar, Library as Publisher, Part Two, held on Wednesday, March 14, 2018.
Measuring Anonymity in Academic Virtual Referencekslovesbooks
Kristin Grabarek Roper and I presented this information as a poster session at the American Library Association's Annual Conference 2012. We hope that other librarians, academic and otherwise, may choose to adapt our methods to measure anonymity and assess identity at their institutions.
Starting Out? Start with You: What Every New Librarian Needs to Knowkslovesbooks
Lisa Carlucci Thomas and I presented this at the American Library Association's 2010 Annual Conference. We did it again at the Virtual Conference.
Our presentation focuses on two major skill sets for new librarians: understanding the research/publication process and developing your career.
Feel free to contact me with questions!
"Apples and Oranges: A Comparison of Proprietary Chat Reference Versus Free I...kslovesbooks
I presented this at Reference Renaissance 2008 with colleagues Lorrie Evans and Nina McHale. Wanna know the verdict? Watch the presentation. :) And feel free to contact me with questions.
On May 10-11th, Katherine attended the first annual EBSCO User Group meet in the US city of Boston. Katherine was there on the invitation of the EBSCO User Group committee, made up of university librarians and EBSCO staff. This two day conference was inspired by the UK and Nordic user groups and this first meet-up was a great opportunity for Librarians from all over the US to come together and talk about how they are using EDS. Katherine an update on the major topics and trends which came up in the conference, and give some insight into the role of the EBSCO User Group in the US and the differences between the US and UK usage of EDS, and this lead into a wider discussion about changing role of Librarians in the UK and US.
This presentation was provided by Daniel Tracy of the University of Illinois at Urbana Champaign during the NISO webinar, Library as Publisher, Part Two, held on Wednesday, March 14, 2018.
Don’t fear the data: Statistics in Information Literacy InstructionLynda Kellam
For The Innovative Library Classroom Conference 2014. Thanks to Katharin Peter for her collaboration on the original article that shaped the content of this presentation!
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.
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.
Don’t fear the data: Statistics in Information Literacy InstructionLynda Kellam
For The Innovative Library Classroom Conference 2014. Thanks to Katharin Peter for her collaboration on the original article that shaped the content of this presentation!
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.
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.
Researching ePortfolios: The current state of play- Darren Cambridge, Barbara...EPNET-Europortfolio
#ePortfolios #Webinar
webianr available at https://www.youtube.com/watch?v=AUVTGmLHYmU
Published on Feb 19, 2014
Researching ePortfolios: The current state of play led by Darren Cambridge, Babara Cambridge and Kathleen Blake Yancey
This webinar was held on Friday 7th Febuary 2014 by www.europortfolio.org
This webinar discusses the research on e-portfolios, presenting the work of the Inter/National Coalition for Electronic Portfolio Research as a model for collaborative inquiry embedded within the process of implementation that both generates new knowledge and leads to successful results.
Over more than a decade, the Coalition has worked with nearly 70 further and higher education institutions in the US, Canada, the UK, Australia, and the Netherlands to better understand how e-portfolios can supporting learning, assessment, and institutional change.
The webinar will provide an overview of the Coalition's process, survey some results from cohorts that have completed their work, and discuss current questions it is investigating and how they might apply to cross-sector practice in Europe.
For more information about the Coalition and its work see http://ncepr.org/
Webinar leaders will be: Barbara Cambridge, Director, Washington Office, National Council of Teachers of English, Darren Cambridge, Principal Consultant, Networked Learning Group, American Institutes for Research and Kathi Yancey, Kellogg W. Hunt Professor of English and Distinguished Research Professor, Florida State University.
Europortfolio is a European Network of ePortfolio Experts & Practitioners.
Europortfolio, a not-for profit association established with the support of the European Commission, is, dedicated to exploring how e-portfolios and e-portfolio-related technologies and practices can help us to empower:
1. 'Individuals as reflective learners and practitioners;
2. Organisations as a place for authentic learning and assessment, and
3. Society as a place for lifelong learning, employability and self-realisation."
Europortfolio has a broad agenda, if you would wish to know more, or to get involved, you can do this by visiting our website www.europortfolio.org
Researching e-portfolios: The current state of playdcambrid
The first in the Europortfolio project's series of open webinars, from February 7, 2014. Inter/National Coalition for Electronic Portfolio Research co-directors Darren Cambridge, Barbara Cambridge, and Kathleen Yancey present on the philosophy behind and design of the Coalition, how its results illustrate the principle of "scaling out," and the four propositions about assessment with e-portfolios and their non-negotiable core that Coalition members are currently exploring.
Nuanced and Timely: Capturing Collections Feedback at Point of Use (Online NW...Rick Stoddart
Nuanced and Timely: Capturing Collections Feedback at Point of Use
Richard A. Stoddart, Assessment Librarian, Oregon State University Libraries & Press
Jane Nichols, Collection Development Librarian, Oregon State University Libraries & Press (@janienickel)
Terry Reese, Head, Digital Initiatives, The Ohio State University
While libraries use sophisticated metrics to determine e-resources usefulness, impact and cost effectiveness, much of this reflects past usage. To elicit qualitative data, an open-source application that inserts a pop-up survey between a citation and its full-text was tested. Inspired by MINES for Libraries®, this pop-up survey aims to capture users’ real-time reasons for selecting a given resource. Join us to learn about the application, users responses to the survey and to discuss future uses.
A 1.5 hour overview of ethnographic research for librarians, with the addition of slides on budgeting and planning time required. Presented to UCSD librarians in February 2017.
The design and delivery of university learning is evolving to meet the changing needs of today’s students and researchers. The new user experience is a personal experience: PX is the new UX. One size fits one; students are seeking an experience that suits their own individual needs in their search journey. Starting with the spike of anxiety that sets in when a research assignment is given, following through the open web searching and then navigating the library’s resources, Lin Lin of EBSCO Information Services will discuss the insights derived while studying today’s students in depth, and how students’ approaches to research impacts the librarian-student relationship.
Looking for Information Literacy: Using syllabi to map strategic information ...katherineboss
A presentation from the Evidence Based Library and Information Practice 7 conference, outlining a syllabus analysis project undertaken at the LIU Brooklyn Library.
Thinking Critically about Classroom Technologies using the TPCK Frameworkkslovesbooks
Margaret G. Grotti (University of Delaware) and I (University of Colorado Denver) presented this as a poster session at the American Library Association's Annual Conference 2012. TPCK framework is currently used to select technologies for teaching in K-12 settings. We have adapted this useful set of tools for use in academic libraries. We hope that our colleagues around the world will find it useful for selecting classroom technologies.
Gen X Librarians: Leading from the Middlekslovesbooks
I presented this at Computers in Libraries 2010, with Nina McHale and Lisa Carlucci Thomas. We discuss Generation X's roles in the library workplace, as well as its interaction with the other generations currently working in libraries.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
6. Agenda Results First! What we discovered Methodology Themes, challenges and recommendations Institutional context Brainstorming guide Q&A Discussions Throughout!
7. What we discovered Survey focused upon 3 major themes: Skills Taught Populations Taught Materials Searched
8. Methodology Practical, informal ways of coming up with real questions From questions to scholarly inquiry Identifying WCL academic libraries: OCLC-WCL-L listserv “Snowball” survey Gathering data using Google Forms Horrible long link to our survey: https://spreadsheets.google.com/viewform?hl=en&pli=1&formkey=dEtiRkFweDg2MUs2UlVHWVJtQkwtN1E6MA#gid=0
9. Theme 1: Skills Taught New emphasis on Interlibrary Loan, networked libraries Shift in searching paradigm Librarians are teaching with WorldCat Local in a similar way to traditional catalog systems
10. Theme 1: Skills Taught:Recommendations Multiple Formats= Teaching Moment Information Dissemination Timeline Citation Tools List function can support groupwork
11. Discussion When you teach with WorldCat Local, what information literacy skills do you tend to emphasize?
12. Theme 2: Populations Taught No great difference between populations taught “Tiered Approach”
13. Theme 2: Populations TaughtRecommendations Beginning Researchers: Build on prior knowledge Exploration Format basics Intermediate Researchers: Higher level tasks Citation /Attribution Authorities on a subject
14. Discussion Do you find yourself teaching WorldCat Local more to some populations than others? Do you find that some populations gravitate towards this resource while others do not?
15. Theme 3: Materials Searched Searching for select material types Books, a/v OR searching for “all” Why doesn’t anyone focus on article searching?
16. Theme 3: Materials SearchedRecommendations Searching “all” helps students learn about material formats. Article searching always gets results. Learn who can change what.
17. Discussion Who has had good luck with teaching article searching via WCL? Would anyone like to share techniques? Do these work with all patron groups, or only specific ones?
18. Institutional Context: How WCL is integrated in your library Patrons’ immediate needs Patrons’ future research needs Patrons’ backgrounds in terms of experience, language, and more
19. Brainstorming Guide Different best practices for every institution Most institutions need a tiered approach Brainstorming guide + your institutional knowledge = WCL teaching success!
20. Keep in touch Discussion group: http://groups.google.com/ group/wclinstructors mgrotti@udel.edu karen.sobel@ucdenver.edu
21. Image Credits and References All Images were distributed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0) license “Old Time Bath” by The Pfaus “Classroom of Students” by Tulane Publications “Open Book” by Sarah Michael “School Supplies” by WirawatLian-udom“Study” by Lester Public Library “School Bus” by GeofferyKehrig“Front of Classroom” by Chris Campbell “Angela Thompson” by Tulane Publications “School Supplies” by tormol“Lecture Hall” by uniinnsbruck“Brainstorming” by Marco Arment “Wet Feet” by p4nc0np4n “Steps” by Larry Miller
Editor's Notes
Presentation was given at LOEX 2011 in Fort Worth, TX May 7, 2011
WorldCat Local is a discovery layer which was launched by OCLC in 2008. It offersmetasearching capabilities, grouping results from the library’s OPAC as well as additional databases. It also returns results from WorldCat Libraries, opening up a wider array of resources from libraries around the world.
Disclaimer--we are definitely not trying to sell WCL as a product. We do want to portray it in a positive and productive light so that we can focus on sharing teaching methods and solutions. Librarians view WorldCat Local, and many other meta-search systems in different lights… some feel that these systems support information literacy, some don’t!
… however, we don’t want to throw the baby out with the bathwater! We feel that WCL can support information literacy within library classrooms, and that is what we will focus on.
What did we discover when we surveyed teaching librarians about this topic?When we analyzed the results of the many responses that we received from librarians across the country, we were able to discern three main organizing themes which pull together librarians’ reflections on teaching with this resource: - Skills librarians are choosing to teach using WCL- Materials searched / formats librarians focus upon when teaching with WCL- Populations to which librarians teach WCL, and how they teach to these populations.I will briefly outline these themes in a bit more detail:Skills librarians are choosing to teach using WCLLibrarians focus heavily upon the basics of Keyword searching (e.g. generating good, targeted keywords), then combine this with the new logic of post-search sorting and drilling down using the facets presented within WCL.We found that librarians were somewhat divided as to whether to teach using the “search all” function vs. selecting a specific format to search. Many librarians, for example, taught students to search for books, but not other formats. Librarians find themselves focusing more on raising students’ awareness of the networked nature of libraries, highlighting services such as ILL, discussing consortial borrowing.Many librarians use WCL to highlight the parts of a catalog record; and how to use subject headings to locate other relevant resultsPopulationsMany librarians reported that they do not provide training with WCL to any specific user population.Most respondents did not differentiate between teaching to undergrads or graduate students because the same skills are generally needed, just at different levels.Materials SearchedMany librarians reported that they avoid article searches in WCL when teaching due to student confusion over what is being searched and which databases are being searched. We asked librarians to select which material formats they use WCL to work with in classroom settings. We found that most librarians recommend that patrons use WCL to search for books, followed then by recommendations to use it to search video content, followed by “all content”.
The Basics of Our MethodologyHow we came up with the questions: Our philosophy: We really wanted to focus on the questions that people are asking each other in conversation at national and local groups and in the workplace. We wanted to take their accumulated knowledge from the small stage to the large stage. Many of the questions focused on patron populations, features used, and materials found, or some combination thereof. We started by brainstorming thoughts that we had heard in various groups for library instructors and in our own home departments. We then asked several colleagues to read over our lists and see if they could think of other topics they had frequently heard being discussed.How we identified the libraries (and how many we contacted)We used the OCLC listserv (OCLC-WCL-L) to find lists of libraries using it. Also searched online for announcements of launches, etc. Identified 84 libraries.How we identified and targeted individuals at these libraries, plus encouraged additional participants. Used a “snowball method,” targeting heads of instruction at each library + asking them to distribute the survey to other willing library instructors at their institutions.I must put in a pitch for the snowball method! The method allowed us to find enthusiastic people. While we did get multiple responses from most institutions, the respondents often had differing perspectives.Rather than disagreeing, I think that reflected the fact that colleagues often work with different patron populations in different contexts. (For example, my library’s head of instruction primarily teaches upper-division students in the social sciences, while I focus on freshman comp and the first-year experience program.)We put a lot of into wording the questions just right. Value-neutral language avoid pushing people toward certain answers or attitudes. Meg was taking a research methods class at this time, so she had fresh experience with designing studies, instruments, and questions.I was lucky to get excellent research methods training – and the chance to apply what I learned – in grad school. I have used it ever since.Take a research methods class if you get the chance! Also consider taking a statistics course. Both come in very practical.We decided to gather a lot of free responses. Admittedly, this cut down on some of our capacity to do quantitative research, but it allowed respondents to provide more detail. It also allowed us to gauge attitudes. Some genuine enthusiasm, some frustration, and a lot of nuanced mixed feelings.We decided to share our survey online through Google Forms since that would allow us to collect and share it easily. Individual responses came into an online spreadsheet that the two of us could see and work with. It also let us use a fun background.
Theme 1: Skills Librarians are choosing to teach with WCLWe discovered that librarians are generally teaching WCL in much the same way as they have taught catalog systems in the past, with a focus upon traditional catalog-use skills such as keyword searching, identifying parts of a record, subject headings, etc. This is not entirely unexpected. In his book, Oversold and Underused: Computers in the Classroom, Larry Cuban notes that teachers often use new technologies to replicate prior teaching strategies rather than using technologies to radically alter their teaching practice. I tend to think that this can be part of the learning curve… first you adapt the technology to what you know, then through reflective practice, you work towards more flexible and innovative use of a new technology.Librarians are teaching slightly differently because of the nature of this resource, however. Some differences are seen in the mechanics of how these are taught… for example, the options to sort and drill down are being explored, as is the emphasis upon ILL and borrowing from other libraries.
SUGGESTED (additional) PRACTICES: WorldCat Local can be used as a backdrop from which to explore higher-level information literacy skills and/or concepts. Although it is important allow students to understand the basic “point here, click there” functions, we need not limit ourselves to this more bibliographic instruction model. Here are a few practices that might be considered:The multitude of formats contained within WorldCat Local have often been cited as a barrier for student understanding. However, it is possible to leverage these multitudes of formats in WCL to open discussions with beginning researchers about what kinds of information can be found within each kind of format (for example, books may not contain information that is quite as current or as focused information as a journal article, but can provide a wider outlook on a subject.) This is also an opportunity to open discussions about the timeline of information, by which I mean discussing when certain formats are most appropriate, given the currency of the topic being investigated. (Example: the death of Osama Bin Laden)Use WCL’s citation tools to open a discussion of plagiarism with beginning students.Use the “List” function in WorldCat local to support group work on an in-class research assignment
What was discovered? (Recap and discussion)There is still some resistance to teaching with WCL, consistent with the long-standing debate regarding federated search systems; though most respondents indicate a willingness to teach with WCL (maybe those who were unwilling to respond do not teach with WCL, however!) Respondents overall did not mention any great differences in terms of how they teach this resource to different populations (such as grads v undergrads)A few respondents mentioned using a tiered approach may be appropriate. We have expanded this idea and explored it further.
With Beginning Researchers:It is important to build upon students’ prior knowledge, so that they can contribute their own expertise to the discussion. The librarian can then work to challenge that prior knowledge or build upon it through subsequent activities or discussion. Can use a search in WCL to explain differences between ejournals, articles, and databases, in preparation for exploring more advanced sources.Can use WCL at first to allow students to get a feel for searching with keywords (synonyms, related terms); this can help students to get a general sense of what kind of information may be out there on a topic, before transitioning to databases that may have more exacting search rulesCan open discussions about different formats and how to pair the appropriate format to a research topicWith Intermediate Researchers: Focusing on similar skills, but at a higher levelFor example, while a class for beginning researchers may focus upon differentiating between popular and scholarly works in general, more advanced researchers can be asked to differentiate between scholarly and trade publications , which can be a bit more trickyCan work on source attribution using citation tools: An appropriate class activity for more advanced researchers may include challenging students to look critically at WorldCat Local’s automatic citation tools in order to identify errors and become familiar with style manuals as the authority on citation formatsCan work on advanced searching tactics such as discovering authorities on the topic using the author profiles contained within WCL and the “author” search facetThis tiered approach is likely to work more smoothly in contexts in which there is an ongoing course, as opposed to one-shot sessions.
This is another topic that was inspired by informal conversation. It also leads to some of the most practical implications.One of our major findings in the study is that many librarians choose only to teach students to search for certain material types using WCL. For example, I teach books, a/v, and journals by title, but I switch to an article database to teach article searching. That turned out to be within the norm, although I used it more than many respondents.Article searching was supposed to be the big draw of this product – but no one wants to do it. What potential does it have?Many respondents said that they used it only for books. A few said books and a/v, or all materials. No one appears to focus on article or journal searching. Librarians who teach students to search for articles through WCL do it because they’re teaching students to find all material types with one tool. No one chose to emphasize article searching because WCL does it especially well. It’s a difference in shades of meaning. Several people commented that their libraries were working to improve searching for articles or other unspecified electronic resources. It would be interesting to see how successful their improvements have been. One person mentioned particular challenges in connecting with Interlibrary Loan. I can second that. Some respondents noted that the search algorithm seems to provide additional challenges.
Now let’s talk about some positives and recommendations.When searching all formats, students can also become more familiar with the variety of formats that are out there. That’s important. We forget that they aren’t aware of books, theses, the differences between articles and journals, and so on.Some librarians who were including articles their WCL searching noted that WCL has a more forgiving keyword search than many article databases, particularly subject-specific ones. They can teach the skills, their students will always find articles, and students feel successful. That *is* significant.One thing I have learned through my library’s experience with WorldCat Local: It really helps to know who can fix what. OCLC can give librarians at your institution authorization to make many changes. However, they can’t authorize them to do everything. Knowing whether someone in-house can make a potential chante, or whether you will need to contact OCLC, helps you streamline the process of improving and updating WCL for your library.
The way you approach WCL depends on institutional context. By institutional context, we’re talking about a lot of factors: Technological, human, and political (We’ll discuss the first two!).For example, if you have 2 catalogs (as in, the classic catalog is still displayed prominently), you may make different choices than if you only have WCL to work with. This is part of why Meg makes some choices that are different from mine. [Show our different home pages: http://library.auraria.edu/ and http://www.lib.udel.edu/.]If *all* of your students receive library instruction every year or every semester, you’ll make different choices than if many students are learning on their own. Students’ degree programs (bachelor’s versus master’s), linguistic backgrounds, and more guide choices.It also depends on how your library has integrated WCL into its web site. Meg’s really features WCL, while mine offers distinct options. The three different catalog options go to different catalogs. I really have to choose which catalog to work with based on assignments, whether students will be exploring on a grand scale (such as a grad student searching for anything she could get published before the American revolution) or on a narrower scale (all books discussing a particular medical procedure, needed this afternoon).
We created a tool for helping you decide how to work with WCL at your institution.Originally, we wanted to guide you toward choosing whether or not to use WCL in your teaching.Then we thought, your judgment will always be more important than anything we can put here. Also, institutional context is infinitely complex. It walks you through important questions and suggests scenarios. It brings up major factors regarding institutional context. Rather than giving you a prescribed plan for how and whether to use WCL, it gives you informed guidance based on the experience of others.[Brainstorming Guide was handed out in the presentation… please see the LOEX conference website for copies.]
Our Google group, WorldCat Local Instructors, will keep accepting members. Email one of us if you’d like to join!