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A Qualitative Study: Faculty and Librarians Collaborate
- 1. A QUALITATIVE STUDY: FACULTY and LIBRARIANS COLLABORATE to Enhance Student Research ACRL, April 11, 2013
- 2. Presenters • Annette Chapman-Adisho, Associate Professor of History achapmanadisho@salemstate.edu • Kimberly Poitevin, Assistant Professor of Interdisciplinary Studies kpoitevin@salemstate.edu • Carol Zoppel, Social Sciences Librarian czoppel@salemstate.edu • Zach Newell, Humanities Librarian znewell@salemstate.edu
- 3. <Background>
- 6. EVOLVING CURRICULUM New core based on LEAP outcomes (Liberal Education and America’s Promise) outcomes Suggested implementation: Fall 2014
- 9. 2 semesters, 12 focus groups first-year, mid-level, and graduate students
- 10. <FINDINGS>
- 11. Most completed a research paper in high school.
- 13. Space? What’s to a Library?
- 14. Triage Approach
- 15. Tended to rely on 3 types of sources 1. Internet 2. Databases 3. Books
- 16. 1. The Internet
- 17. 2. Databases
- 18. 3. Books
- 19. A book by any other name. . .
- 20. <Obstacles>
- 21. 1. Managing Time 2. Using Information 3. Getting Help
- 25. Hey girl, Sometimes I just don’t know which databases to use for my assignment.
- 29. <INTERVENTIONS>
- 33. 3. Guided hands-on practice
- 34. 4. Signage
- 35. <SUMMARY>
- 36. Students struggle with: 1. Time management 2. Information overload 3. Getting help We can help with: 1. Context-based instruction 2. Scaffold assignments 3. Hands-on practice 4. Signage
- 37. Which boils down to… Simplify & Engage
- 39. Questions?
Notes de l'éditeur
- 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.