Effective use of OPAC - challenge for teaching and learning

1. Kärt Miil Vilve Seiler Effectiveuseof OPAC - challengeforteaching and learning 17.10.2008

2. Teachingof ESTER at theUniversityof Tartu and the Tallinn UniversityofTechnology Primary level • Library instruction for new users, focussing on ESTER (UTL) • General course in information literacy for all new students, incl. web-based training in ESTER Advanced level • ESTER is a part of Principles of Information Literacy course • ESTER is a part of the information literacy module, integrated into specialities • Instructions and self-tests on the Web

3. Tallinn • Introductory course in information literacy is a mandatory subject, giving 0.5 credit points • Programme is universal for all specialities • Tests are similar for all specialities • Materials for individual study and self-tests are are on the Web

4. Tallinn • Participants in 2007 • 1635 bachelor’s students • 264 master’s students Written feedback is very positive

6. TARTU • An hour-long presentation together with a catalogue demonstration • Not mandatory at the university, participation depends on the requirements of faculties • No fixed programme. Guidelines can be found on the library web page for new users • Depth of the introduction to ESTER varies • Tests are mandatory or voluntary, depending on the faculty • Self-test for all

8. TARTU • 1500 students participated in the freshmen’s library training • Feedback from the training: smaller number of erraneous call slips and less help needed from the librarians at open collections

9. TARTU: Basic Information Literacy on WebCT • Course of principles of information literacy (optional free elective, 2 credit points) • Use of ESTER, emphasising the subject search, forms one module Target group: student researchers (bachelor’s and master’s students) • The whole course is only web-based • Study materials include images and examples • Exercises: perform subject heading and key word searches, describe searches and evaluate results • Each student receives individual feedback from the subject librarian

10. Exercises for ESTER • Problems: • Subject heading and key word searches give similar results • Results of key word search are not relevant, but the students do not notice it • The number of results, not the relevance of results, is evaluated • Key word search is often considered to be more comfortable

11. Feedback • Allows participation of those who need more depth or who have few searching skills • Good motivation • Positive feedback • Individual feedback enables the teacher to guide searches and specify the reasons why mistakes were made

12. Courses integrated into subjects • Materials for basic information literacy courses are universal and can be used at different faculties, in information literacy sections integrated into different subjects • Bachelor level courses include training in the electronic catalogue ESTER • Mandatory for all • Less motivation • Large groups • When searching, students use their own experience instead of study materials

13. Statistics • This year, the advance level was passed by • 1200 students; only 350 of them got feedback from subject area librarians

14. Subject search • Into subject embedded IL module, 2nd semester, 254 students Preferences: • Key word search – 50% • Subject heading search 35% • No preference – 15%

15. Students prefer key word search • Key word search resembles a Google search • Author search in the key word search field is easier than in the author search field • Title search in the key word search field is more flexible • Results are listed according to their relevance • Results are always guaranteed – even if they are not relevant

16. What must to be taught For freshmen • How to find known items • ESTER and the use of the library • My ESTER For the advanced level • Principles of database search • Finding of suitable subject headings • Subject search in ESTER • Additional possibilities for the advanced level offered by ESTER