1 / 17

Higher, Deeper, Broader Expanding IL

Higher, Deeper, Broader Expanding IL. Don MacMillan University of Calgary LOEX-of –the-West , 2010 Calgary. Introduction. University of Calgary - 30,000 FTE’s Well established IL program for students in biological sciences

havily
Download Presentation

Higher, Deeper, Broader Expanding IL

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. Higher, Deeper, BroaderExpanding IL Don MacMillanUniversity of Calgary LOEX-of –the-West, 2010 Calgary LOTW 2010 | Higher, Deeper, Broader | MacMillan

  2. Introduction • University of Calgary - 30,000 FTE’s • Well established IL program for students in biological sciences • What impact does IL, informal learning and assignments have on student learning? • Current study compares 2006 and 2008 findings LOTW 2010 | Higher, Deeper, Broader | MacMillan

  3. Why? • Promote student reflection on research skills • What resources are upper-level biology students actually using? • Have student research habits changed over time? • Do students use different sources for different purposes? • Is IL content aligned with student needs? LOTW 2010 | Higher, Deeper, Broader | MacMillan

  4. Who? • 2 cohorts of 25 third and fourth year biological science students - CMMB 421 Virology (2006 & 2008) – cover key biology databases • Most students “information literate”- BIOL 231, 233, & 313 – BIOL 311 Intro to Genetics Nov 2007 • Majority of students considering graduate or professional degree LOTW 2010 | Higher, Deeper, Broader | MacMillan

  5. How? • getFast – Free Assessment Summary Toolwww.getfast.ca • Facilitates the collection of qualitative and quantitative data • 15 question survey administered at the conclusion of the instruction sessions LOTW 2010 | Higher, Deeper, Broader | MacMillan

  6. LOTW 2010 | Higher, Deeper, Broader | MacMillan

  7. LOTW 2010 | Higher, Deeper, Broader | MacMillan

  8. LOTW 2010 | Higher, Deeper, Broader | MacMillan

  9. LOTW 2010 | Higher, Deeper, Broader | MacMillan

  10. Results • Web of Science and Google/Scholar – increased use by 2008 cohort • ISI – shared features e.g. citing references • Google – more content e.g. e-science • Google Scholar – functionality and links to library sponsored holdings • Slight decrease in use of BIOSIS Previews, PubMed & Library Catalogue • PubMed used differently, familiarity e.g. finding specific information • Competitive landscape • Library catalogue and subject guide use mirrors other studies LOTW 2010 | Higher, Deeper, Broader | MacMillan

  11. Notable Responses • “I check PubMed after Google Scholar, just to make sure I haven’t missed any good relevant articles” • “It depends on why I’m looking for something….research work or scientific paper I would use Web of Science or BIOSIS” • “4 library tutorials in the first 2 years planted the notion of efficient research in my mind, and numerous lab reports with 10 source minimum hammered the point home” • “I never used to refine my searches so I would be sifting through thousands of articles” LOTW 2010 | Higher, Deeper, Broader | MacMillan

  12. Summary (Questions 8-15) • How do you decide which source to check first? • Little difference between 2006 & 2008 - Where they started depended on what they were looking for • Which source do you find most useful for your research purposes? • Both cohorts - PubMed, BIOSIS and Web of Science – Google widely used for background information but deemed not as useful LOTW 2010 | Higher, Deeper, Broader | MacMillan

  13. Summary (Questions 8-15) • Has the way you do library research changed as you have progressed through your studies? If so, how? • In 2006 responses based on awareness of tools, 2008 cohort indicated more sophisticated use of resources and more reflection on their research practices • What factors caused the change? • Both cohorts indicated that learning occurred in response to IL sessions, practice, assignments, peers & prof’s LOTW 2010 | Higher, Deeper, Broader | MacMillan

  14. Summary (Questions 8-15) • What do you know about library research now that you wished you had known earlier? • Overall shift from being aware of sources and finding information (2006) to finding information effectively and using it • Do you plan to pursue and advanced degree • 24 out of 25 in both cohorts indicated they would be pursuing advanced degrees (e.g. Masters, Medicine) LOTW 2010 | Higher, Deeper, Broader | MacMillan

  15. Conclusion… • Students aware that their learning & IL skills are developed in several ways – formal instruction, practice, peers & profs • Students identified reinforcement of literacy skills throughout degree program as beneficial – not just first year • Key difference between the two cohorts was the explicit comparison of multiple sources by 2008 cohort, but not by 2006 colleagues LOTW 2010 | Higher, Deeper, Broader | MacMillan

  16. Conclusion… • Search tactics change as domain knowledge increases • Changing information landscape affected results – Scholar, interfaces & full-text availability • Small sample size a limitation but nevertheless presents a snapshot of these students experiences • Survey informs students, librarian & hopefully IL librarians LOTW 2010 | Higher, Deeper, Broader | MacMillan

  17. Thank You! Don MacMillanLibrarian for Biological Sciences, Physics and Astronomy University of Calgary macmilld@ucalgary.ca

More Related