A Qualitative Study: Faculty and Librarians Collaborate

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Faculty and Librarians discuss the results of a qualitative study conducted on student research. The investigators held focus groups with students in several Arts & Sciences courses to better discern their research habits. Presenters will also suggest ways in which faculty and librarians can work together to address issues of information literacy. The investigators will reflect on challenges to incorporating information literacy into a new core curriculum that is using LEAP outcomes.

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  • Public liberal arts university in Salem, MA ~10,000 students (grad and undergrad) Large commuter population (only 33% live on campus) Many first-generation college studentsUniversity status achieved in October, 2010
  • Discuss role of info lit in new core– Annette & Zach?
  • Personal narrative/argument rather than researchNot a holistic approachMany (about half of those we talked with) began with a thesis or even an outline instead of a research questionUsed research to “fill in the blanks
  • Language is notable– “the internet” and “databases” aren’t sources, but repositories for sources. Students don’t make distinction.No one mentioned using print journalsWe asked: What did you use as your primary sources of information in your last research project, or What will you use as your primary sources of information in your next project?
  • Generally they meant full text databases (the database isn’t a source, but a repository for sources, just like the internet– but students don’t distinguish. Didn’t say “journals”); only used full-text articles
  • Students have trouble conquering big tasks– “research paper” assignments are especially daunting.
  • Reality of living in a digital age
  • Confusion about what databases to use, how to use library search tools, even after instruction
  • Report poor experiences with librarians in past/ in high school
  • Some students not convinced librarians have expertise to help; many prefer to take chances with Google. (Google is faster than a librarian, though might not always provide best information.)
  • LibGuides tailor search tools to specific assignment
  • In particular, students need practice retrieving and evaluating sources
  • Simplify:Limit amount we want students to learn/ retain from single library session, what we want them to accomplish in first year.Create new ways to engage them with librarians and library resources.
  • A Qualitative Study: Faculty and Librarians Collaborate

    1. 1. A QUALITATIVE STUDY:FACULTY andLIBRARIANSCOLLABORATEto Enhance StudentResearchACRL, April 11, 2013
    2. 2. Presenters• Annette Chapman-Adisho, AssociateProfessor of Historyachapmanadisho@salemstate.edu• Kimberly Poitevin, Assistant Professor ofInterdisciplinary Studieskpoitevin@salemstate.edu• Carol Zoppel, Social Sciences Librarianczoppel@salemstate.edu• Zach Newell, Humanities Librarianznewell@salemstate.edu
    3. 3. <Background>
    4. 4. EVOLVING LIBRARY
    5. 5. EVOLVINGCURRICULUMNew core based on LEAP outcomes(Liberal Education and America’sPromise) outcomesSuggested implementation: Fall 2014
    6. 6. ERIALPROJECTEthnographicResearch inIllinoisAcademicLibraries
    7. 7. 2 semesters, 12 focus groupsfirst-year, mid-level, and graduatestudents
    8. 8. <FINDINGS>
    9. 9. Most completed a researchpaper in high school.
    10. 10. Students inupper-levelcourses usedmoresophisticatedsources.
    11. 11. Space?What’s to a Library?
    12. 12. Triage Approach
    13. 13. Tended to rely on 3 types ofsources1. Internet2. Databases3. Books
    14. 14. 1. The Internet
    15. 15. 2. Databases
    16. 16. 3.Books
    17. 17. A book by any other name. . .
    18. 18. <Obstacles>
    19. 19. 1. ManagingTime2. UsingInformation3. Getting Help
    20. 20. #1TIMEMANAGEMENT
    21. 21. #2INFORMATIONOVERLOAD
    22. 22. Hey girl,Sometimes I justdon’t know whichdatabases to use formy assignment.
    23. 23. GETTING HELP:LIBRARIAN’S ROLE?#3
    24. 24. Librarian?Girl, I’ve gotGoogle.
    25. 25. <INTERVENTIONS>
    26. 26. 1. Context-BasedLibrary Instruction
    27. 27. 2. Scaffold assignments
    28. 28. 3. Guided hands-on practice
    29. 29. 4. Signage
    30. 30. <SUMMARY>
    31. 31. Studentsstruggle with:1. Timemanagement2. Informationoverload3. Getting helpWe can help with:1. Context-basedinstruction2. Scaffoldassignments3. Hands-on practice4. Signage
    32. 32. Which boils down to…Simplify &Engage
    33. 33. Creditshttp:?/geniusprova.fileswordpress.com/2011/02/schermata-2011-02-27-a-16-00-46.pnghttp://www.emedco.com/delayed-triage-tag-frtt2.htmlhttp://3.bp.blogspot.com/-Ggm6VG5Pzow/Tgbfk7qUGMI/AAAAAAAATWw/K_dyeWw2C6I/s1600/scaffolding.jpghttp://ask-ri.tumblr.com/post/29826939737/keep-calm-and-ask-a-librarian-via-emailhttp://beaufortdistrictcollectionconnections-blogspot.com/2012_02_01_archive.htmlhttp://www.utexas.edu/about-ut/arts-attractionshttp://entrecolchetes.blogfolha.uol.com.br/files/2012/06/agua.jpghttp://www.fanpop.com/clubs/ryan-gosling/images/1257905/title/ryan-wallpaperhttp://www.fanpop.com/clubs/ryan-gosling/images/22881991/title/ryan-gosling-wallpaperhttp://3.bp.blogspot.com/-Ggm6VG5Pzow/Tgbfk7qUGMI/AAAAAAAATWw/K_dyeWw2C6I/s1600/scaffolding.jpghttp://www.flickr.com/photos/salemstatelibrary/5574952718/sizes/m/in/photostreamhttp://cache2.artprintimages.com/p/MED 67/6724/6HTA100Z/art-print/jack-ziegler-my-hands-as-you-can-see-are-tiny-and-made-of-porcelain-so-let-s-be-caref-new-yorker-cartoon.jpghttp://magicalteaching.com/2012/10/23/letter-to-a-new-teacher/http://mauer.wikispaces.com/Librarians+Resources
    34. 34. Questions?

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