Transcript Undergraduate Library Instruction

Undergraduate Library
Instruction
Elita Kalma
Nancy Cunningham
February 21, 2007
Instructing Undergraduates: challenges
for teaching librarians
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Not homogeneous group
Age
Adjunct instructors, teaching assistants
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Keeping up with learning styles
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Unclear course goals
Difficult to collaborate/coordinate with instructor
No shared investment in IL goals
Games, new online tools and communication forums
Keeping the library relevant
Others?
Undergraduate instruction delivery:
programs, courses, forums
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First Year Experience
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University experience, freshmen orientation,
freshmen seminar
First Year Composition
 Undergraduate honors program
 Upper division research methods courses
 Transfer student orientations
 Special undergraduate events
 Other??
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Types of instruction to undergrads
One-shot, face to face, little or no
assessment
 Collaborative, use of standards,
assessment, multi-visit or other
 Online, development of online tools,
librarian has online (embedded) presence
 Combination?
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Effective Methods for Teaching Information Literacy Skills to
Undergraduate Students: A Systematic Review and MetaAnalysis
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A studies of the studies
Objective:
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What is the state of research on this topic?
Which teaching methods are more effective?
4,356 citations reviewed from 15 databases
122 unique studies, 55 selected for analysis
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Majority published in College & Research Libraries,
Research Strategies, and Journal of Academic Libarianship
(1963-2005)
Hypotheses:
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Instruction that is taught by a librarian face-to-face is more
effective than instruction that is computer-based.
Instruction that encourages active participation from
students is more effective than passive instructional
modes, such as lectures, and demonstrations.
Study Results
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Traditional Instruction (face to face)
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Computer-assisted instruction
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Just as effective as traditional teaching methods
Self-directed, independent learning
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Lack of comparative research to determine effectiveness
versus other methods
However, this instructional method is better than none at
all
As effective as traditional, more effective than no
instruction
Active learning
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Studies pertaining to this methods were not conclusive
Summary results
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“..current research in our field does not
highlight any particular teaching method
as being more effective than any other
teaching method. While individual studies
have compared different teaching
methods directly, not enough of them
have compared those teaching methods in
a meaningful way.”
Is online or in-class instruction more
effective for undergrads
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Article
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James Nichols, Barbara Shaffer, and Karen Shockey
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Changing the Face of Instruction: Is Online or In-class More
Effective? College & Research Libraries 64 no5 378-88 S 2003
 64 students
 The results of this study confirmed the authors'
hypotheses that students learn as much from an online
tutorial as from traditional in-class instruction and
that they are satisfied with online instruction.
Subject specific undergrad IL
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Information Literacy Instructional Objectives for Undergraduate
Music Students: a Project of the Music Library Association,
Bibliographic Instruction Subcommittee
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Planning, Delivery and Evaluation of Information Literacy Training
for Engineering and Technology Students
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Author:Cary, Paul; Sampsel, Laurie J.
Journal: Notes
Author:Palmer, Stuart; Tucker, Barry
Journal:Y
A study of information literacy competency of
undergraduate students in the field of communication.
Author Ke, Yun-Er, National Chengchi University, Taiwan
Source Bulletin of Library and Information Science, no. 56,
pp. 96-116, Feb 2006
New environments for undergrads
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Information Commons
The electronic academic library: undergraduate research behavior
in a library without books
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Author Van Scoyoc, Anna M; Cason, Caroline
Source Portal: Libraries and the Academy; 6 (1) Jan 2006, pp.47-58
“..goal of this study was to examine undergraduate students’ research
habits in the electronic library and to discover what types of online
resources students used.”
884 surveys of undergraduates
“This study finds that undergraduate students in this electronic library
rely primarily on Internet sites and online instruction modules (for
example Blackboard or WebCT) for their research needs rather than
university-funded research sources. Additionally, academic class status
has no significant impact on whether students use either the library's
OPAC or the university-funded electronic databases for their research
needs.”
Are tutorials better for undergrads?
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Title: Using interactive technology to teach information literacy
concepts to undergraduate students
Author(s): Annie Armstrong, Helen Georgas
Journal: Reference Services Review
Year: 2006 Volume: 34 Issue: 4 Page: 491 – 497
Abstract: The purpose of the paper is to measure the
effectiveness of a highly interactive animated tutorial that aims to
teach basic information literacy concepts to undergraduates and
to determine which factors enhance online learning.
Design/methodology/approach – The tutorial was evaluated
using 30 undergraduate students. Each test consisted of a pretutorial questionnaire and a post-tutorial questionnaire.
Findings – Data from the evaluative testing of the tutorial shows
that the tutorial is effective in imparting information literacy
concepts to undergraduate students. Students responded
positively to the interactivity and game-like nature of the tutorial.
Creative assignment resources
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ACRL’s Primo (Peer-Reviewed Instructional
Materials Online Database)
Effective Assignments Using
Library and Internet Resources
http://www.lib.berkeley.edu/TeachingLib/a
ssignments.html
 Educator’s Reference Desk
 Others?
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Opportunities for collaboration
Subject specialists as departmental
liaisons
 Learning Communities
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What is your experience?
Innovative and creative ideas
“Mystery” library tours
 Dorm hall librarians
 Gaming
 Video orientations
 Using pop culture to teach IL concepts
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Behen, Linda D. (2006). Using pop culture to teach information
literacy. Westport, CT: Libraries Unlimited.
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Using TV shows (i.e., Survivor, American Idol)
Resources
Title: Effective Methods for Teaching Information Literacy Skills to
Undergraduate Students: A Systematic Review and Meta-Analysis
Author:Koufogiannakis, Denise; Wiebe, Natasha
Journal:Evidence Based Library and Information PracticeSource:Evidence
Based Library and Information Practice v. 1 no. 3 (2006) p. 3-43
Conferences
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National Resources Center for the First
Year Experience and Students in Transition
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Publications: The Role of the Library in the First College Year
Conference on the First Year Experience
LOEX
ACRL
ALA