1 / 17

A WORK IN PROGRESS

ONE OR MANY? ASSESSING DIFFERENT DELIVERY TIMING FOR INFORMATION RESOURCES RELEVANT TO ASSIGNMENTS DURING THE SEMESTER. A WORK IN PROGRESS. Amy S. Van Epps and Megan R. Sapp Nelson Engineering Librarians, Purdue University. INTRODUCTION. OPPORTUNITY.

bessie
Download Presentation

A WORK IN PROGRESS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ONE OR MANY?ASSESSING DIFFERENT DELIVERY TIMING FOR INFORMATION RESOURCES RELEVANT TO ASSIGNMENTS DURING THE SEMESTER. A WORK IN PROGRESS Amy S. Van Epps and Megan R. Sapp Nelson Engineering Librarians, Purdue University

  2. INTRODUCTION

  3. OPPORTUNITY Information Literacy opportunity with different sections of the same first year course • Fundamentals of Speech Communication • Associated with engineering learning communities Different delivery models • a single, 50 minute lecture early in the semester • four, approximately 12 minute lectures to be offered just before each assignment was given Material presented was coordinated • LibGuideto minimize variation

  4. RESEARCH QUESTION Is there a noticeable difference in the quality of citations in student assignments when “just-in-time” instruction is used as opposed to a “one-shot” session? Hypothesis Sections which received the just-in-time instruction would have better citations, both in quantity and quality than the section which received the one-shot session.

  5. METHODS AND SAMPLE

  6. METHODS Study Group All students in 3 sections of the course Data Outlines with references required for each assignment Data received by librarians after anonymized Reference Analysis Done using a framework to identify resource type and quality of intended audience and purpose

  7. SAMPLE SELECTION Sampling Random sample of outlines for coding Analysis Set 5 bibliographies for each assignment (1-3) per team 3 bibliographies for final assignment per team 36 bibliographies 233 references 124 references from just-in-time set; 109 from one-shot

  8. CODING FRAMEWORK Based on the work of Wertz et al (2011) Resource type QualityBook Periodical Web Facts & Figures Unknown Inter-rater reliability, consensus estimate • 84.1 percent agreement Informative High Medium Popular Scholarly Medium Low Biased

  9. RESULTS AND DISCUSSION

  10. RESULTS Average number of references per outline All assignments required a minimum of 3 references. * Statistically significant difference (p<.05)

  11. QUALITY OF RESOURCES USED High, medium, and low quality sources all show statisticallysignificantdifferencesbetween sections. * Statistically significant difference (p<.05)

  12. COMPLETENESS OF CITATIONS Difference for Incomplete May reflect differences between raters more than differences in student abilities. APA format was not taught by the librarians complete reference = presence of all elements * Statistically significant difference (p<.05)

  13. TYPE OF RESOURCE Significantly different distribution of resources between sections. One-shot students use many more web resources. Just-in-time students split between journals and web resources. * Statistically significant difference (p<.05)

  14. DISCUSSION An apparent benefit can be see with just-in-time teaching • Use of more high quality resources • Use of more periodicals • Frequently visits = opportunity for follow-up Overall use of popular and informative resources • Medium quality; 59.9%  not surprising to the authors • Speech communication is well suited to popular resources • Less requirement of research or scholarly publications than design assignments or research papers • 93.4% of the resources used were classified as informative

  15. CONCLUSION

  16. CONCLUSION • A correlation exists embedded just-in-time teaching approach and the quality of reference sources used can be seen. • Still unknown… if the library instruction model is responsible for the difference

  17. QUESTIONS?

More Related