How do computing students use the library? - Woods
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How do computing students use the library? - Woods
- 1. How do Computing students use the library? Laura Woods @woodsiegirl Computing & Engineering Librarian University of Huddersfield
- 2. The problem Computing students were not making much use of the library*, and NSS scores were low. *Library Impact Data Project: see final slide for references
- 3. About Computing undergraduates… 9% female, 91% male 👩👨👨👨👨👨👨👨👨👨 🎂 7% mature students (aged 25+) 85% from UK, 5% EU, 10% overseas 🌏
- 4. Library teaching on Computing courses + All first years together in Induction Week for 30 minutes (low turnout) + Usually a research skills lecture in Term 1 for all students + All final years together in Term 1 for lecture on literature searching + One-to-ones offered, minimal take-up
- 5. Our questions + How do Computing students research their assignments? + What resources do they use? + Where do they go for support? + What study spaces do they prefer?
- 6. Planning the research + Drafted a plan for a UX study, and received approval from School ethics board, Jan 2017 + Recruited 9 students, conducted interviews using three UX methods, Feb-Mar 2017 + Follow-up interviews with 4 lecturers, Apr 2017
- 7. Three women, six men 👩👩👩👨👨👨👨👨👨 👪 👪 Two mature students with children One international student 🌏 Nine students recruited…
- 8. Task 1: Card sorting
- 9. Task 2: Cognitive mapping
- 10. Task 3: Retrospective process interview
- 11. Where do students go for help?
- 12. ““Yeah, if I need help with something I’m more likely to ask my friend on the course. Just purely because it’s easier than having to meet up with a lecturer, arrange a meeting and stuff.” – Final year student
- 13. ““When I first got to the library, it sounds really stupid but I didn’t understand the system of how the books are ordered…I’d just be walking around the same sort of aisles, just like where the hell is this book, I can’t find it!” - Final year student
- 14. ““The gentleman that was sat there [on the library enquiry desk], he helped me find at least 3 or 4 papers, and I was like, ok I’ve found the basis of it, I can try and base my ideas from that and then move forward I guess.” - Final year student
- 15. ““I think probably in first year just the fact that you are in first year overwhelms you…what probably might have been more beneficial is if the library kept coming to us, maybe throughout first year, throughout second year, you know constant reminders like you are here, we can help you, sort of thing.” – Final year student
- 16. ““It could have helped. You could have saved everyone!” - Second year student
- 17. How do students develop academic skills?
- 18. ““I am more likely to go and try and seek stuff out if I don’t understand it, or go look at the online publishers or whatever if I do need some help with something” – First year student
- 19. ““But an essay is different…and I was like, I actually don’t know what to do…I mean I got there, I didn’t get the best grade. I got 64, but I was aiming for a first” – Final year student
- 20. ““In 1st year I was very much, I’ve got this assignment, I’ll just go and do it, and research as I go if needed. But I’ve gained an appreciation for…how important research is before you start your assignment.” – Final year student
- 21. ““they get into the habit of every four weeks they’ve got something to write, they have to read the stuff, they have to write about it… so by the time they get to me in their final year it's no big surprise” – Member of staff
- 22. What resources do they use?
- 23. 0 1 2 3 4 5 6 7 8 9 Total Training Mintel reports Digital Tutors ACM Digital Library IEEE Xplore Google Scholar Lynda.com Wikipedia Summon Books eBooks Journals YouTube Google Lecture notes Often used Sometimes used Never used Resource use by all students
- 24. ““In 1st year, I’m not gonna lie, it was more Google. Just looking at Google for websites…I think now I look more journals and books because it’s more academic isn’t it.” - Final year student
- 25. 0 1 2 3 Ist years 2nd years Final years Resource use by year of study
- 26. ““Google is important because when I’ve gone through an assignment and picked out key words, if I don’t know what a key word is, before I start researching it, it makes sense for me to go and see if I can get a basic definition of what it is.” - Final year student
- 27. ““I know it’s bad practice to quote Wikipedia because anyone can edit them and stuff, but …I might use it just to kind of research a different aspect, it’s like quick research, just to get some knowledge about certain things.” - Final year student
- 28. 0 1 2 3 4 Digital Tutors Wikipedia YouTube IEEE Xplore Lynda.Com Google ACM Digital Library Books eBooks Google Scholar Lecture notes Journals Summon Often used Sometimes used Never used Staff recommendation of resources Excluding Mintel and Total Training, which were not used or recommended by any staff
- 29. ““I was getting a bit tired of hearing that Royce’s waterfall model was an appropriate technique for software development. If you’d read the paper published in 1970 Royce said this was how you do NOT do it… and of course Wikipedia says the waterfall method is the way of developing models of software.” - Member of staff
- 30. Staff recommendations compared with student use 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Staff % Students %
- 31. ““…if they are first year students and I promote Google Scholar and Summon you will see them mainly using these two which makes sense because they haven’t done it before so they will do whatever you command them to use.” – Member of staff
- 32. ““To be honest I only use books for one module where the tutor insists that we read as we have discussions about what we read” First year student
- 33. Key recommendations: student support + Use student & alumni testimony to create a resource for first year students + Develop a virtual library tour + Visit classes throughout first & second years
- 34. Recommendations: teaching & learning + Develop workshops for first years focused on independent study and scholarly sources + Work with lecturers to increase awareness of library resources + Organise a Wikipedia editathon in the School
- 35. Next steps 1. Continuing research: follow-up interviews 2. Report to School with recommendations 3. Possible observation study to determine actual resource use rather than self-report
- 36. Thank you! Laura Woods @woodsiegirl l.m.woods@hud.ac.uk Library Impact Data Project Collins, Ellen and Stone, Graham (2014) Understanding patterns of library use among undergraduate student s from different disciplines. Evidence Based Library and Information Practice, 9 (3). pp. 5167 http://eprints.hud.ac.uk/21040/1/21326-56874-1-PB.pdf Stone, Graham and Ramsden, Bryony (2013) Library Impact Data Project: looking for the link between library usage and student attainment. College and Research Libraries, 74 (6). pp. 546-559. Presentation template by SlidesCarnival
Notes de l'éditeur
- 20 minutes, +10 for questions!
- Card-sorting exercise to determine what resources they used: free or library subscriptions. This task was also used in the staff interviews.
- Students drew a map of their preferred study spaces. Given 6 minutes to draw, changing pen colours every 2 minutes, so we could see what they drew first.
- Students drew/wrote and talked us through the process they went through when completing an assignment.
- All students were most likely to ask their friends for help, then their lecturers/tutors if their friends couldn’t work it out.
- Some asked the Library for help, but mostly with basic wayfinding.
- Only one described asking for help with literature searching, most were baffled at the suggestion!
- On being asked if they’d have liked a tutorial from the library in their second year
- Most exhibited a preference for independent study
- Very little written work until final year, students lacked confidence in how to research and write essays
- Second and final year students identified that their approach to studying had become more methodical and serious since their first year. Some also noted that they used the library more in their later years of study than in first year.
- One member of staff designed first year reading assignments to get students used to engaging with literature and meeting regular deadlines
- First years mostly used web search engines, final years much more likely to use scholarly sources
- Final years more likely to use ACM and Google Scholar First years did not use Mintel (probably no Enterprise projects) or Total Training Second and final years more likely to use Summon (and for more than just finding books)
- Final years showed some evidence of strategic use of Google
- Wikipedia was used by all, but some were reluctant to admit this to the researchers. This student deliberated for a full minute over which pile to put the Wikipedia card in.
- All four staff members said they used Wikipedia for their own purposes. All also mentioned that they knew their students used Wikipedia, but most did not offer an opinion on this. One mentioned that he did not ban students from using it, but to approach with caution.
- Another said they’d seen it causing problems in student assignments, so had advised students against it.
- Staff more likely to recommend Google Scholar, ACM and IEEE, students less likely to use Students using Mintel and Total Training despite lack of recommendations Students more likely to use YouTube than lecturers were to recommend
- Resource use is guided by what their lecturers require
- Two of the first years said that they had used journal articles specifically because they had been required to by a lecturer, who set regular reading assignments. The implication was that they probably would not have used them otherwise.