Transcript Lib-Value: Teaching & Learning

HOW DO E-RESOURCES CONTRIBUTE
TO TEACHING AND LEARNING?
FINDINGS FROM THE LIB-VALUE
PROJECT
Rachel A. Fleming-May, Assistant Professor
School of Information Sciences, The University of Tennessee :: [email protected]
Peter Fritzler, Sciences Librarian/Lecturer
William Randall Library, University of North Carolina at Wilmington ::
[email protected]
Rachel Radom, Instruction Librarian/Assistant Professor
University of Tennessee :: [email protected]
LIB-VALUE:
Multiple institutions using multiple
methods to measure multiple
values for multiple stakeholders
Measuring value
Ebooks
Special
Collections
Information
Commons
Journal
Collections
All Services
Teaching and
Learning
Building Tools
Website and
Value
Bibliography
Reading and
Scholarship
Return on investment in a strict sense…
…is a quantitative measure expressed as a ratio of
the value returned to the institution for each
monetary unit invested in the library.
Return on investment is also…
…values of all types that come to
stakeholders and the institution from
the library’s collections, services, and
contribution to its communities.
• Value of academic library e-resources &
services in support of teaching and learning
• Instructor Survey: UTK and UNCW
• Three-session Instruction Workshop Series:
UTK
Survey @UTK and UNCW:
• All constituents with instructional responsibilities:
Tenured/tenure-track faculty
 “Clinical” faculty
 Part-time faculty
 GTA’s
 Administrators (e.g., Dean of Students’ Office)

• Materials used for teaching support, whether or not
provided by Library
Readings,
etc., for students, print, electronic, other formats
Reading to support own pedagogical development
• Support provided by libraries
Perceived Benefits, Both Schools:
• Savings…
of own time
of own money
of other resources
• Improvements…
teaching
course-related
materials
student performance
Changes over 3-5 Years: Finding Materials
• Less likely to use print
• Less likely to consult with the librarian
UNCW slightly more likely
than UTK
Electronic Media
• Neither likely to use the library for creation,
access, or distribution
UNCW more likely for video
UTK more likely for audio
Services: I have asked my students to…
40.50%
30.40%
40.10%
28%
...meet with
librarian
UTK
UNC-W
...use email
reference
20.20%
28.60%
N/A
Services: I have asked a librarian to…
63%
42%
UTK
UNC-W
28%
20%
46%
32%
11%
Lead
Identify
Instruction
teaching Help create
materials assignment
29%
N/A
Collections: I have used…to support my teaching
79.2%
67.3%
67%
UTK
UNC-W
41.7%
53.4%
8.9%
36.3%
...journals
17%
...books
…librarian-created online guide
N/A
Collections: I have…
59.5%
46%
47.6%
34.7%
Referred to
Consulted
library
collections in print sources
for teaching
syllabi
support
66%
UTK
50%
UNC-W
8.9%
17%
Consulted
electronic
sources…
N/A
UTK
Improved
teaching?…
70.8%
70.4%
71.4%
71.9%
Readings more upto-date
Can expose students
to better resources
UNC-W
Improved Student Performance?
UNCW
UTK
Info from wider variety of
sources
Citations more complete/
correct
Citing more appropriate
sources
0% 10% 20% 30% 40% 50% 60% 70%
UTK
• “My students have problems figuring out
what and how to cite articles and sources -especially online sources.”
• “We need clear help with proper citations,
especially for images. I am confused about
faculty access to image data bases too.”
• “Just never thought about [using the library
services to support teaching] - especially with
distance education students.”
UTK
• “The primary way I [save money] is by using electronic
sources rather than making paper copies…I know in
terms of my own work it is at least 50 dollars a year in
savings, and I would guess is greater than that if you
include all the readings that I now provide
electronically rather than in paper format. That savings
doesn't include the many, many hours of my time it
saves not making copies of supplemental readings that
I use fairly regularly in all my classes.”
• “Access to electronic journals invaluable in working
with and teaching of graduate students.”
UNCW
• “Students remain wedded to Wikipedia,
no matter what I do. This is the heart of
our struggle.”
• “Since I don't have any money to spend
on books, journals or photocopying, the
library doesn't ‘save’ me money. I simply
would forgo access to those books and
journals and other resources.”
UNCW
• “Electronic copies of articles reduce clutter and paper
usage in the department. I am embarrassed that I don't
utilize the library more. It's going to be on my list of selfimprovements for the coming semesters. I did not realize
the extent of services available through the library.”
• “Saving on text book purchases where much of the
material is not relevant. This allows me to tailor the
course material and focus the topics more clearly.”
• “…feel more confident and see improvements in student
performance when I use the library as a resource and
refer students to the educators that work there.”
Differences?
University of
Tennessee-Knoxville
University of North
CarolinaWilmington
• 29,934 FTE Enrollment
• 12,924 FTE
• RU/VH: Research
• Master's L: Master's
Universities (very high
research activity)
• Eleven Colleges
Colleges and
Universities (larger
programs)
• Five Colleges
Instruction: What?
• Experimental/Longitudinal Study:
Three-session workshop series
Pre- and post-session assessments
Skills
Awareness
Emotional changes
Who?
• Piloted Spring 2012 with EN 104 Students (12)
• UTK-PSCC “Bridge” Program, Summer 2012
(60+, 43 usable)
 Incoming first-year students
• NIH-funded PEER Ph.D. program for students
from groups underrepresented in STEM fields,
Fall 2012 (13)
Bridge
(before):
• Negative
Experiences
Small library/
inadequate
content
Unhelpful staff
• Most:
 Had visited
UTK’s or another
college/university library prior to
enrolling
 Are “almost always” successful in Google
searches
 Often need materials from sources other
than Google
 Sometimes have difficulty finding good
information
 Often find that researching a topic takes
more time than expected
 Sometimes or seldom ask a librarian for
assistance (59.7% vs. 29.8%-- ‘often’ or
‘almost always’)
Bridge: What was the best part of participating in these
workshops?
• CITATION
• “I was able to learn how to use the libraries online website and
•
•
•
•
database, which will be very helpful for me when researching for
my papers.”
“This course has really helped me get more used to the library.
I'm definitely more confident.”
“Learning how to work my way around the library. The citations
activity was actually engaging and fun.”
“I learned more about citing and feel more comfortable about
writing my papers.”
“learning how to use the databases correctly.”
"After participating in these three library research
workshops, I..."
True
Untrue
...am more likely to ask a librarian
to help me with my research.
...feel like I will be able to collect
research materials for…
...feel like I will have less difficulty
finding information.
...am better at finding information
for class using sources other than…
...have a better understanding of
how and why to cite sources.
...feel more comfortable in Hodges
Library.
0%
50%
100%
Follow-up:
After completing the Library Sessions (through my COUN 212
class) . . .
Disagree
Neither
Agree nor
Disagree
Agree
Strongly
Agree
1
--
6
25
20
I feel comfortable visiting the
UTK Library.
1
--
3
25
23
I used UTK Library resources
for my COUN 212 paper(s)
and/or my CMST 210/240
speech(es).
3
1
6
21
21
Strongly
Disagree
I feel comfortable using the
UTK Libraries’ webpage and/or
databases for class
assignments.
PEER
PEER:
• Negative Experience:
Noisy/not conducive to
study
Policies and Procedures
“The database that I was
required to use didn't
yield the results that I
wanted, and it took me a
really long time to find
what I was looking for.”
• Most:
Almost
always begin a
project by reviewing
literature (62%)
Are “almost
always/often” successful
searching Google for
information (85%)
Seldom or almost never
have trouble finding
good information (85%)
You are writing a literature review for a class
assignment. Please describe the approach you
would take to locating appropriate research:
• I would search major databases for my topic, and then try
to include relevant papers in my literature review.
• Use a search engine on the library website such as web of
science.
• Database search. I would locate reviews first then begin
with other papers.
• Use the library's database using appropriate search names
• Use databases such as pubmed.
• I would go to the library website and search for articles with similar
topics. After narrowing down the list, then I would read the articles
and summarize them. I will include my summaries with references
to the original articles in my literature review section.
• Go to the library an do first a general search on my topic, then go
on a more detailed search.
• databases
• take notes, change their words into my own, putting my spin on it
• I would use Web of Science and search for articles that contained
key words for my research. I would help narrow it down using
AND/NOT..etc....
• I would go to one of the databases, and look for relevant material,
and then I can save the citations to a source management library
PEER: What was the best thing…?
• PLAGIARISM
• “…most helpful workshops that I have attended since I
have entered UTK.”
• “The information was presented by knowledgeable
staff.”
• “The plagiarism workshop I think it was the best, or at
least the one that I learn more. It was really helpful.”
• “They were interactive and our questions were
answered.”
Next Steps: Instruction @UTK
• PEER
Identifying reputable journals in
which to
publish (OA, too)
EndNote and Zotero workshops
• Undergraduates
Help in identifying plagiarism
Citation management in instruction
Next Steps @UNCW
• Further analysis by department
• Which departments did not respond
• Liaison Librarian help (with above)
• Focus groups
• Closing the loop – what changes need
to be made (e.g., marketing)?
Next Steps: Contribution of Library to
Teaching and Learning:
• Focus groups, GTA’s and Contingent
Faculty
• Expand survey to additional
institutions
• Expand three-session workshops
• Continued assessment of instruction
participants’ skills and experience
QUESTIONS?
THANK YOU!