<ul><li>Mark Vargas, Library Director </li></ul><ul><li>Anne Buchanan, Assistant Librarian </li></ul><ul><li>Saint Xavier ...
Purpose of the Session <ul><li>Provide overview of the research skills of SXU students </li></ul><ul><li>Review common res...
Research Skill = Information Literacy <ul><li>The ability to find, evaluate, and use information </li></ul><ul><li>It is N...
If students were research (information) literate they could… <ul><li>Understand the scholarly, peer-reviewed process </li>...
What is the Current State of Information Literacy?
Librarians’ Perspective <ul><li>Librarians were aware of problems </li></ul><ul><li>No chance for a library research cours...
Observations from the Library <ul><li>Limited awareness of the scholarly, peer-review process  </li></ul><ul><li>Perceived...
ICT <ul><li>ETS offered Information and Communication Technology exam beginning in 2005 </li></ul><ul><li>Library funded t...
What the ICT does <ul><li>Compares results from SXU students with those of peer nationwide </li></ul><ul><li>Is not a comp...
Seven ICT Proficiencies <ul><li>Define:  The ability to use ICT tools to identify and appropriately represent an informati...
ICT Results <ul><li>SXU students performed well below the national average in three categories; just met average in the ot...
Common Instructional Problems
Major Environmental Changes <ul><li>We learned in an age of limited information  </li></ul><ul><li>Students have access to...
Common Problems… <ul><li>Library assignments often don’t have a clear learning objective </li></ul><ul><ul><ul><li>Student...
Use of Captivate Tutorials to Improve Information Literacy
Tutorial Purposes <ul><li>Built-in assessment </li></ul><ul><li>Standardize instruction on scholarly, peer-review process ...
Tutorial Interactivity <ul><li>Must engage students </li></ul><ul><li>Students choose info options </li></ul><ul><li>Stude...
Examples of Tutorials <ul><li>Scholarly, peer review sources </li></ul><ul><li>Research v. review, abstracts, keywords </l...
Testing Process <ul><li>Initial tutorials tested on fellow librarians and staff </li></ul><ul><li>Drafts tested by complet...
Feedback <ul><li>Students </li></ul><ul><ul><li>#1 question: why didn’t I get this sooner? </li></ul></ul><ul><ul><li>Very...
What’s Next? <ul><li>Library is implementing Worldcat Local service, integrating all research into one interface </li></ul...
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Merlot 2009

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Merlot 2009

  1. 1. <ul><li>Mark Vargas, Library Director </li></ul><ul><li>Anne Buchanan, Assistant Librarian </li></ul><ul><li>Saint Xavier University Library </li></ul><ul><li>Building and Strengthening Upper Level </li></ul><ul><li>Research Skills with Captivate Tutorials </li></ul>
  2. 2. Purpose of the Session <ul><li>Provide overview of the research skills of SXU students </li></ul><ul><li>Review common research problems </li></ul><ul><li>Use of tutorials as assignments to raise information-literacy </li></ul>
  3. 3. Research Skill = Information Literacy <ul><li>The ability to find, evaluate, and use information </li></ul><ul><li>It is NOT computer literacy </li></ul><ul><li>It is NOT media dependent </li></ul>
  4. 4. If students were research (information) literate they could… <ul><li>Understand the scholarly, peer-reviewed process </li></ul><ul><li>Find and use resources appropriate for their classroom assignments </li></ul><ul><li>Conduct all their academic research without using Google or Wikipedia </li></ul>
  5. 5. What is the Current State of Information Literacy?
  6. 6. Librarians’ Perspective <ul><li>Librarians were aware of problems </li></ul><ul><li>No chance for a library research course </li></ul><ul><li>Limited role in general education classes </li></ul>
  7. 7. Observations from the Library <ul><li>Limited awareness of the scholarly, peer-review process </li></ul><ul><li>Perceived research skills exceed actual capabilities </li></ul><ul><li>Students, at all levels, have difficulties finding </li></ul><ul><ul><li>books </li></ul></ul><ul><ul><li>journals, whether in print or online </li></ul></ul><ul><ul><li>the appropriate database to use </li></ul></ul>
  8. 8. ICT <ul><li>ETS offered Information and Communication Technology exam beginning in 2005 </li></ul><ul><li>Library funded the exam the first two years </li></ul><ul><li>Now called I-Skills, and supported by SXU </li></ul>
  9. 9. What the ICT does <ul><li>Compares results from SXU students with those of peer nationwide </li></ul><ul><li>Is not a computer-skills test </li></ul>
  10. 10. Seven ICT Proficiencies <ul><li>Define: The ability to use ICT tools to identify and appropriately represent an information need. </li></ul><ul><li>Access: The ability to collect and/or retrieve information. </li></ul><ul><li>Manage: The ability to apply an existing organizational or classification scheme. </li></ul><ul><li>Integrate: The ability to interpret and represent information. </li></ul><ul><li>Evaluate: The ability to determine the degree to which information satisfies the needs of the task in ICT environments. </li></ul><ul><li>Create: The ability to generate information by adapting, applying, designing or inventing information in ICT environments. </li></ul><ul><li>Communicate: The ability to communicate information properly in its context of use for ICT environments. </li></ul>
  11. 11. ICT Results <ul><li>SXU students performed well below the national average in three categories; just met average in the other categories </li></ul><ul><li>Gave the Library quantitative data to make this a major issue </li></ul>
  12. 12. Common Instructional Problems
  13. 13. Major Environmental Changes <ul><li>We learned in an age of limited information </li></ul><ul><li>Students have access to levels of information beyond anything we could dream of in graduate school </li></ul><ul><li>Library now has information resources impossible to obtain just a few years ago </li></ul>
  14. 14. Common Problems… <ul><li>Library assignments often don’t have a clear learning objective </li></ul><ul><ul><ul><li>Students don’t know why the assignment is made </li></ul></ul></ul><ul><li>Assignments don’t match the research skills of the students </li></ul><ul><ul><ul><li>Assignments are often too esoteric or too complex, especially for freshmen and sophomores </li></ul></ul></ul>
  15. 15. Use of Captivate Tutorials to Improve Information Literacy
  16. 16. Tutorial Purposes <ul><li>Built-in assessment </li></ul><ul><li>Standardize instruction on scholarly, peer-review process </li></ul><ul><li>Instruction as homework rather than in-class </li></ul><ul><li>Reduce duplicate instruction; reach more students </li></ul>
  17. 17. Tutorial Interactivity <ul><li>Must engage students </li></ul><ul><li>Students choose info options </li></ul><ul><li>Students must input data, make choices, take quizzes </li></ul><ul><li>Must be completed by average student in about 15-20 minutes </li></ul>
  18. 18. Examples of Tutorials <ul><li>Scholarly, peer review sources </li></ul><ul><li>Research v. review, abstracts, keywords </li></ul><ul><li>Finding primary research materials </li></ul><ul><li>Specialized nursing research </li></ul><ul><li>Evaluating statistical data </li></ul><ul><li>SWOT analyses </li></ul>
  19. 19. Testing Process <ul><li>Initial tutorials tested on fellow librarians and staff </li></ul><ul><li>Drafts tested by complete classes </li></ul><ul><li>Continual tweaking based on feedback </li></ul>
  20. 20. Feedback <ul><li>Students </li></ul><ul><ul><li>#1 question: why didn’t I get this sooner? </li></ul></ul><ul><ul><li>Very helpful in understanding research concepts </li></ul></ul><ul><li>Faculty </li></ul><ul><ul><li>Very useful as homework assignments </li></ul></ul><ul><ul><li>Less class time needed for library instruction </li></ul></ul>
  21. 21. What’s Next? <ul><li>Library is implementing Worldcat Local service, integrating all research into one interface </li></ul><ul><li>Tutorials to emphasize evaluating and understanding data, not finding it </li></ul><ul><li>Expand faculty requiring the tutorials </li></ul>

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