1. TEACHING INFORMATION
LITERACY WITH
DISCOVERY TOOLS
Nancy Fawley, University of Nevada Las Vegas
Nikki Krysak, Norwich University

2. Introduction
About our presentation
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3. Webinar outcomes
• Understand the unique qualities of discovery tools in
order to better instruct students in the classroom
• Learn how to maximize discovery tool features in
order to teach students to fully evaluate search
results
• Understand how discovery tools integrate with
subject-specific databases in order to meet upper-
level course needs
• Acquire new ideas for teaching in order to fully
capitalize on the benefits of teaching with a
discovery tool

4. Poll #1:
Understanding our audience
Does your institution have a discovery tool?
a. Yes, we have one
b. Not yet, but we will be implementing one
c. No, and we have no plans to implement one
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5. Poll #2:
Understanding Our Audience
If you have a discovery tool, when did your institution
implement a discovery tool?
a. Less than 1 year ago
b. 1 to 2 years ago
c. 2 to 3 years ago
d. More than 3 years ago

6. Understanding our students
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7. Recent research findings
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8. Recent research findings (cont.)
• Project Information Literacy Report (2013):
• Students struggle with keyword selection & forming search
queries, filtering & sorting search results, identifying & selecting
potential sources

9. Recent research findings (cont.)
• ERIAL Study (2012)
• Students lack methodological understanding of effective searches,
expend the minimum effort needed, rarely look past the first page
of results

10. Recent research findings (cont.)
• Asher, Duke & Wilson (2013)
• Students rely on default relevancy ranking for best sources

11. Recent research findings (cont.)
• Maid & D’Angelo (2013)
• Students need to be aware of the danger in forming snap
judgments when gathering information in unfamiliar subject areas

12. Poll #3:
Understanding your institutions
If you have a discovery tool, is it the only way to
search your OPAC?
a. Yes
b. No

13. Poll #4:
Understanding your institutions
If you use a discovery tool, is it positioned as a
main default search box on the library homepage?
a. Yes
b. No

14. Discussion

15. Benefits of teaching with
discovery tools
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16. Benefits of teaching with
discovery tools
• One-stop shop model (also a drawback)
• Unified search platform (also a drawback)

17. • Intuitive, Google-like interface
• Accommodates broad keyword searches
Benefits of teaching with
discovery tools (cont.)

18. • Facets and limiters (also a drawback)
Benefits of teaching with
discovery tools (cont.)

19. • Interdisciplinary-friendly
• Encourages critical thinking
Benefits of teaching with
discovery tools (cont.)

20. Challenges of teaching with
discovery tools
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21. Challenges of teaching with
discovery tools
• Overwhelming number of retrievals
• Relevancy rankings
• Lack of controlled vocabulary

22. • One-stop shop model (also a benefit)
• Unified search platform (also a benefit)
Challenges of teaching with
discovery tools (cont.)

23. • Spotty interdisciplinary coverage
• Inconsistent use across high-impact classes
Challenges of teaching with
discovery tools (cont.)

24. Getting others on board
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25. Getting others on board
• Write the discovery tool into learning outcomes, when
applicable to course content
• Communicate tool changes & updates to instruction team

26. Discussion

27. Teaching: Best practices
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28. • Higher order skills:
• Search strategies
• Evaluating sources
Teaching: Best practices

29. • Consider the context
• Go beyond your comfort zone
Teaching: Best practices (cont.)

30. • Develop supplemental subject guides
• Highlight link resolvers
• Emphasize ILL
Teaching accessories
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31. Lesson ideas
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32. Lesson ideas
• Integrate primary resource materials

33. • Databases have structure
Lesson ideas (cont.)

34. • Experiment with flipped learning
Lesson ideas (cont.)

35. Lesson ideas (cont.)
• Unmediated searching

36. Discussion
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37. Selected Bibliography
Asher, A.D. & Duke, L.M. (2012). Searching for answers: Student research behavior at Illinois Wesleyan University. In L.M. Duke
& A.D. Asher (Eds.), College libraries and student culture: What we now know (pp. 71-85). Chicago: ALA Editions.
Asher, A.D., Duke, L.M., & Wilson, S. Paths of discovery: Comparing the search effectiveness of EBSCO Discovery
Service, Summon, Google Scholar, and conventional library resources. College & Research Libraries 74(5), 464-488.
Cowan, S.M. (2014). Information literacy: The battle we won that we lost? portal: Libraries and the Academy 14(1), 22-32.
The Flipped Learning Network. (2014). The four pillars of F-L-I-P™. Retrieved from http://fln.schoolwires.net/cms/lib07/
VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf
Godbey, S., Wainscott, S. & Goodman, X. What is a database? An understanding of the underlying structures and common
features of databases. In Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians. American Library
Association. (Accepted book chapter).
Head, A.J. (2013, December 5). Learning the ropes: How freshmen conduct research once they enter college. Project Information
Literacy Research Report: The Passage Studies. Retrieved from http://projectinfolit.org/pdfs/PIL_2013_FreshmenStudy_
FullReport.pdf
Hofer, A. R. & Townsend, L. & Brunetti, K. (2012). Troublesome concepts and information literacy: Investigating threshold
concepts for IL instruction. portal: Libraries and the Academy 12(4), 387-405.
Maid, B.M. & D’Angelo, B.J. (2013). Teaching researching in the digital age: An information literacy perspective on the new digital
scholar. In R. McClure & J.P. Purdy (Eds.) The new digital scholar: Exploring and enriching the research and writing practices of
nextgen students. (pp. 295-312). Medford, New Jersey: American Society for Information Science and Technology.
Mutra, Sugata. (2011). Hole-in-the wall: Lighting the spark of learning. Hole-in-the-Wall Education, LTD. Retrieved from
http://www.hole-in-the-wall.com/MIE.html