Presented at LILAC 2024.

1. Encouraging disposition of help-
seeking with information-based
transition challenge scenarios
Elizabeth (Beth) Black
Undergraduate Engagement Librarian
Ohio State University
black.367@osu.edu

2. Goals for this presentation
◍Recognize connections between academic
help-seeking and dispositions in the
Framework for Information Literacy and
pillars in the Seven Pillars of Information
Literacy.
◍Recognize how modeling the Information
Search Process demonstrates those
dispositions.
◍Consider how, in your home institution, to
encourage positive help seeking related to
information-seeking for common transition
(to university) challenges. 2
https://go.osu.edu/lilac-
slides

3. “
Student Quote
The realities of becoming an adult hit really hard when I
first moved on campus. The dark grey cloud of
responsibility looms ahead and it has been a struggle to
grasp that I am getting older and won't be a kid or a
student forever. However, the many friends and
experiences I've already had have shown me what life
has to offer and although I'm afraid I have faith that I'll
find my place and purpose.
3

4. What do you think?
Consider students as
they are entering your
institution.
What transition
challenges might they
encounter?
Share at
http://menti.com
code 6939 1494
4

5. Common elements of these transition
challenges
◍ Thinking elements
◍ Feeling elements
◍ Require information
◍ Require assistance
5

6. Kuhlthau, C. C.
Seeking Meaning: A Process
Approach to Library and
Information Services.
Libraries Unlimited, 2004

7. Carol Kuhlthau’s Information Search Process Model
Source: Kuhlthau, Carol, http://wp.comminfo.rutgers.edu/ckuhlthau/information-search-process/
7

8. Created an online asynchronous
assignment
◍ Guided students through information-
based scenarios
◍ Variety of content modes: video,
pictures, text, and quizzing
◍ Each of the three sections ended with
open-ended reflective questions
8

9. Context of Ohio State University
◍ Undergraduate enrollment is 45,728
across 6 campuses
◍ New first year student enrollment 10,552
in autumn semester 2023
Data from Ohio State University Statistical Summary and the Autumn 2023 Enrollment Report 9

10. Section One: Student Stories
Videos on YouTube: https://go.osu.edu/CnNc

11. Section One - Reflection Questions
◍ What insights have you gained about
yourself either in general as you are starting
college or as a result of the items covered in
this module? Share your thinking in a few
sentences. There are no right or wrong
answers
◍ Which, if any, of the student stories could
you relate to?
11

12. Student Stories Section Representative responses
I related to Erinn the most out of all the
students. Foremost, Erinn was the only student
of color featured in these set of videos, so I
related to her in that way. Also, her main fear is
that of defeat. Defeat and the associated fear of
failure is a constant recurring concern of mine.

13. More responses from student stories section
I related to Grace's story
about finding a good
study spot. Unlike her, I
always thought that my
study spot would be the
library, but soon I realized
that wasn't the case.
I can relate with Mike because I
was also looking for a lot of
information and I found it
online. I dropped my major and
had to find someone to help me
look for another. Thankfully I
got put with an exploration
advisor to help me
13

14. Many responses like this to Student Stories
I related a lot with the stories of the students
who had difficulty asking for help. For most of
my education, I was pretty good with figuring
out answers myself. I had a lot of difficulty in
biology though, and eventually came to the
conclusion that I had to get help if I didn't want
to fail the course. Though it was difficult, I
eventually did manage to ask my teacher for
help, which in term [turn] led me to ask my
math teacher for help in his class as well.
14

15. Section Two - Campus Information Scenarios
Apps as
a Metaphor
for Services
at the
University
• Getting sick
• Struggling
in a class
• Making new
friends
• Changing
majors

16. Example of Scenario
◍ Getting sick and struggling in a class
◍ Changing Majors
16

17. Campus Info Reflection Questions
◍ Share a success you had related to finding
and using campus information.
◍ Share a challenge you had related to finding
and using campus information. Based on
what you learned in this lesson and through
that experience, how would you advise
yourself if you could travel back in time and
handle the situation again?
17

18. Campus Info Section Representative Responses
I couldn’t find where my exp
class was, i wanted to cry and
go home but i asked a passing
lady where could it possibly be
and she was actually going to
the same class. i learned that
because i asked for help i
received it. rather than not
asking and not receiving it.
I felt very overwhelmed in the
dining halls at first. The first
time I went I left without eating
because I felt confused and
lost, and felt dumb for not
knowing what to eat. I had an
older friend swipe in with me
and show me how things
worked, and now I’m much
more comfortable.
18

19. More responses in the Campus Information section
I downloaded the Ohio State
App and had planned on just
using it to get me from building
to building on foot. I learned
how to understand the bus
routes and now I pretty much
take the bus wherever I need to
go!
Panicking and sending a long
email to my advisor asking a
bunch of different questions
that could have been answered
by looking through info on the
website. I would have told
myself to calm down and do
some googling first.
19

20. Section Three - Research Scenarios
◍ Finding Information
◍ Evaluating
Information
◍ Using Information

21. Research Reflection
Share your thinking in a few sentences.
There are no right or wrong answers.
• One thing that surprised me is…
• Which of the student’s research
scenarios resonated most with you?
Why?
• Have you learned a strategy in this
assignment that will work for you?
Please describe.
21

22. Research section representative responses
I didn’t know that when doing
research your critical thinking
ability can be less effective
when you are unaware of
yourself. I usually have to be
calm or I can’t think when
doing research but I didn’t
know it was because I was
flustered or anxiety filled.
I am surprised that the
librarians are so
willing to help. They
are usually
stereotyped as being
mean old ladies!

23. Prior quantitative study
◍ Compared GPA and retention into the second year of
students who were offered the library assignment in
their one-credit orientation course and those who were
not.
◍ Two autumn semesters – 2014 and 2015
◍ GPA findings mixed
○ 2014 – statistically significant different in GPA
determined
○ 2015 – GPA difference varied based on campus and
college
23

24. Prior quantitative study - Retention
◍ Students offered this assignment were
retained to the second year at a higher rate
for both years across all colleges and
campuses
◍ Retention finding was replicated by
colleagues in Ohio State Analysis and
Reporting unit
24

25. Prior quantitative study - Citations
◍ Black, Elizabeth L. and Sarah Anne Murphy. 2017. "The
Out Loud Assignment: Articulating Library Contributions
to First-year Student Success." Journal of Academic
Librarianship 43.5 (2017): 409-416.
https://doi.org/10.1016/j.acalib.2017.06.008
◍ Tuttle, Kristy. 2019. “The Effect of the University
Libraries’ Out Loud Assignment on Cumulative First Year
GPA and First Year Retention on First Year Students”
unpublished report for Enrollment Services – Analysis
and Reporting. Ohio State University, April 26, 2019.
25

26. Why? How?
26

27. Qualitative Content Analysis
Data collection
Aug – Dec 2019
Incoming first year
students assigned
activity in transition
course offered
opportunity to share
responses for study
4090 student
responses
Across all three
sections/quizzes
approximately
1360 students
NVIVO software
for coding
Approved by Ohio
State Institutional
Review Board

28. Research Questions for Qualitative Study
◍ Seeking insight about why we found
the improved retention.
◍ What are students learning in the
assignment?
○ In their words through qualitative
analysis of the open-ended
responses
28

29. 29

30. “
Student Quote
I know it might seem dumb but I was afraid of asking for help at
first. I had always solved most of my problems by myself. College
was different. It was a lot bigger and more challenging. I needed to
reach out and ask for help. I started exploring the resources that
were available to me like advisors, tutors and other campus
resources. I would tell my past self to not be afraid and get out
there.
30

31. What do you think?
Consider help-seeking
and information literacy
(IL)
Where do you see
help-seeking in the IL
frames and pillars?
Share at
http://menti.com
code 6939 1494
31

32. Help-seeking in ACRL Framework for
Information Literacy
Authority is
constructed and
contextual
◍ Disposition to
find
authoritative
sources
Research as
inquiry
◍ Monitor
gathered
information
and access
for gaps
◍ Seek
appropriate
help when
needed
Searching as strategic
exploration
◍ Identify interested
parties and
determine how to
access information
◍ Match info needs to
appropriate tools
◍ Seek guidance from
experts
32

33. Identify
◍ Understands that ideas
and opportunities are
created by seeking
information
◍ Is able to
○ Identify lack of
knowledge
○ take personal
responsibility for an
information search
Scope
◍ Understands what
services are available to
help and how to access
them
◍ Is able to
○ identify information
gaps (know what
they don’t know)
○ Identify which types
of information will
best meet the need
Help-seeking in SCONUL Seven Pillars
of Information Literacy
33

34. Finding authoritative sources
Since buckeyelink has so many apps I was at first
overwhelmed at finding information and often asked my
friends or advisor to help me find out how to locate the
pages needed for completion of information. One day, I
finally sat down and browsed the different pages and
familiarized myself with where all the information was and
watched the videos to understand how to use the
technology as well. I would advise myself to continue
asking questions but also to take the time to explore
options online and navigate without help because the
information will stick to your memory better and the act
itself will make you more self-sufficient.
34

35. I had a lot of trouble navigating
campus until I downloaded the OSU
app that has much more accurate
routes than Google Maps when
walking from building to building.
Another example of finding authoritative sources
35

36. Seek appropriate help when needed
Seek guidance from experts
I’ve found that
instead of relying
on my Academic
Advisor asking the
professors
themselves,
meeting and talking
to people or calling
the helpline are
great help.
When trying to plan my
courses for spring
semester, I ran into a
bunch of problems just
trying to get all the
courses I COULD take
sorted out. After a bit
too much stress, I went
to my major's advising
center and found my
answers. If I could go
back, I simply would've
done this sooner.
Probably the most helpful
information-finding experience I've
had was when I went to visit one
of my professors during their
office hours. I had just gotten a C-
on a quiz, and I could've just sat
around and waited to get another
C-, but instead, I took your advice
and went to visit her in her office
hours, she told me what I did
wrong, I learned from it, and
because of that, I got an A+ on my
next quiz
36

37. I struggled with classes
that had assignments and
resources scattered
throughout multiple apps.
Now I have all the apps
related to each course in
their own folders so
everything stays organized.
I also turned on
notifications for these apps
so I wasn’t missing
anything.
My advisor, though I
really enjoy her as a
person, was not super
helpful when it came to
making choices on my
classes. She made it very
clear that it is my
decision and that was
hard for me because I’m
used to a stronger,
guiding hand. I have had
to learn how to take more
control of my own path
here.
Taking personal responsibility
37

38. Academic Help-seeking
Instrumental
◍ Mastery-
orientation
◍ Request
help that
supports
student in
learning
material
Executive
◍ Request help
but intend for
someone else
to solve the
problem
◍ Focus is on
outcome
(such as
grade) not on
learning
Avoidance
◍ Lack of help-
seeking
◍ Reduced
emotion
support and
social efficacy
with their
instructors
(perceiving
help sources
not to care nor
provide useful
info)
Source: Karabenick, S. A., & Newman, R. S. (Eds.). (2006). Help Seeking in Academic Settings: Goals,
Groups, and Contexts. Lawrence Erlbaum Associates. 38

39. Instrumental Help-Seeking
◍ Self-regulated learning strategy
◍ Identified as one of the most important
activities that contribute to university
student success
◍ Goal is improving one’s capabilities or
increasing one’s understanding, which
leads to greater autonomy in the future
◍ Can imply inadequacy
and threaten self-worth
◍ Social element that
can expose learner to
public scrutiny and
judgement
◍ Can incur
indebtedness to those
providing the help
◍ Goal orientation can
overcome these risks
Source: Karabenick, S. A., & Newman, R. S. (Eds.). (2006). Help Seeking in
Academic Settings: Goals, Groups, and Contexts. Lawrence Erlbaum
Associates.
39

40. Instrumental Help-Seeking Responses
I felt like I could relate
most to the story about
asking for help. There
is such a huge stigma
surrounding tutoring
and in high school, I
was a tutor so it took
time for me to accept
that I could be on the
other side
I related to Ellen's story
because I also have had
issues with reaching
out and asking others
for help. I always saw
asking for help to be a
sign of weakness or
ineptitude, but learning
from others is the best
way to learn.
40

41. Modeling + Reflection
supports students in transition
41

42. Why might this work?
“Importantly, Zimmerman’s research showed that by
observing others, individuals could acquire new skills and
strategies that were not copies of behaviors displayed but
rather reflected observers’ adaptions of what they had
observed” p.8
Source: Bembenutty, H., Cleary, T. J., & Kitsantas, A. (2013). Applications of Self-Regulated Learning
Across Diverse Disciplines: A Tribute to Barry J. Zimmerman. Information Age Publishing, Incorporated.
http://ebookcentral.proquest.com/lib/ohiostate-ebooks/detail.action?docID=3315874
42

43. Chang, et. Al. found that many first-generation college
students face a variety of challenges yet are underusing
university support services.
Chang, J ., Wang, S ., Mancini, C ., McGrath-Mahrer, B ., & Orama de Jesus, S . (2020) . The complexity of cultural
mismatch in higher education: Norms affecting first- generation college students’ coping and help-seeking
behaviors . Cultural Diversity and Ethnic Minority Psychology, 26(3), 280–294 . https://doi .org/10
.1037/cdp0000311
First generation students underuse
services
43

44. Being a first gen student, I do not
feel like my mother or siblings
understand the pressure I am going
through to become a graduate. I feel
like I have to be independent and not
ask for help, when I know that is not
true. There are people out there that
are willing to help during these four
years.
I am a first generation college
student so I had to figure
most things out by myself. I
would tell myself to ask so
many questions even if they
seem obvious to everyone
around you because if you
dont ask them youre only
hurting yourself.
First generation student responses to library
assignment
44

45. Stephens, N. M., Hamedani, M. G., & Destin,
M. (2014). Closing the Social-Class
Achievement Gap: A Difference-Education
Intervention Improves First-Generation
Students’ Academic Performance and All
Students’ College Transition. Psychological
Science, 25(4), 943–953.
https://doi.org/10.1177/0956797613518349
Stephens, N. M., Townsend, S. S. M.,
Hamedani, M. G., Destin, M., & Manzo, V.
(2015). A Difference-Education Intervention
Equips First-Generation College Students to
Thrive in the Face of Stressful College
Situations. Psychological Science, 26(10),
1556–1566.
https://doi.org/10.1177/0956797615593501
Intervention where first-
generation identity shared as an
asset in facing common
challenges improved academic
performance and greater
psychological thriving 2 years
later.
Models make a different for first
generation and minoritized students
45

46. How might you do this at
your home institution?
Discuss with those around you
Share ideas at https://go.osu.edu/CnQK

47. Thank you!
Link to slides
Elizabeth (Beth) Black
Undergraduate Engagement Librarian
Ohio State University
black.367@osu.edu
https://go.osu.edu/lilac-slides