Transcript www.nwmissouri.edu

Discovery
Tools: Where Do We Go
From Here?
Brick & Click Academic Libraries Symposium 2013
Introductions
Melissa Mallon
Coordinator of Library Instruction
Wichita State University Libraries
[email protected] | 316.978.5077
@librarianliss
Lisa Lapointe
Free Agent
Seattle, WA
[email protected]
overview of discovery tools
How we learned to
stop worrying ….
pedagogical practices
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Teaching Philosophy
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Student Learning
● Transferable
information
literacy skills
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survey overview
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Respondents
Respondents
Audience Question
Respondents
Approaches to teaching
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*Who / Where . . .
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*Who / Where . . .
It’s a general education course
It’s a multidisciplinary course
The students are lower level
undergraduates
The students are upper level
undergraduates
It’s a graduate level course
The course is restricted to majors only
There are no subject specific databases for
the discipline
There are subject specific databases for
the discipline
I have between 10 and 30 minutes for the
instruction session
The professor requested it
*Who / Where . . .
*Who / Where . . .
*When
“It has come up
in classes
when I did not
intend to talk
about it,
because
students
mentioned it
during the
class period.”
*When
•
•
•
•
Environment
Attitude
Institutional
Expectation
s
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*What
● So many choices . . .
○
searching
○
types of sources
○
citations
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Audience Question
*What
*What
● Facets / limiters
● Interlibrary loan /
finding full-text
● Tagging
● Subject headings
● Precision in
searching
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Lower
Grad
Upper
Level
Students
Level
Undergrad
Undergrad
Faculty
Staff
*How
Since implementing the discovery tool, have you changed the way you teach?
*How
● 17% of respondents said “no” or “not really”
“I'm not sure that I've changed the way I teach per se but I do
spend time trying to find ways to incorporate the discovery tool
into instruction, focusing on the possible benefits of using it in
collaboration with other tools. It's impossible to ignore it since
it's the default Search box on our website. And I actually do
think it's a good starting resource.”
“[It] is another tool in the box”
Focus on IL Concepts
“Concentrate more on keywords and search strategies and
no longer have to spend time explaining different
databases”
Time Saving Tool
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“I spend less time explaining when to use specific
databases and more time on search techniques and
when to select various types of publications”
“It has helped to streamline our teaching”
“I constantly ask myself if I should teach the library
catalogue as separate from the discovery tool …
the problem is students don’t tend to understand the
difference between our library collection and online
databases and the discovery tool strengthens the
confusion. However the discovery actually searches better
than the library catalogue, so it is crazy not to teach it.
… I still really don’t understand what the best approach is.”
Best Practices
best practices
*Teach the Process,
Not the Tool
Threshold Concepts
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Threshold Concepts
“The discovery service opens students up to
lots of different types of info AND lots of
threshold concepts.”
“Deemphasize the tool and emphasize the
overall attitudes towards good searching and
how to do that effectively.”
Facilitate Critical Thinking
“Remember that your students probably aren’t
interested in being librarians and don’t see (or
care about) all the little things the discovery tool
can’t do that the previous catalog could …
Teach evaluation - discovery tools return a LOT
of results, and students can easily get
frustrated, overwhelmed, or lazy.”
*Tailor Your Sessions
“Have a reason
for teaching
it.”
•
•
•
Discipline
Audience
Assignment
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*Create Supplemental
Instructional Materials
Audience Question
*Familiarize yourself with
the tool
*Familiarize yourself with
the tool
*Attitude is Everything
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*Attitude is Everything
“A positive attitude about a tool gets conveyed
to the student or faculty member who is
learning the tool . . .
. . . I find it much easier to be enthusiastic and
people respond to that attitude in a positive
way.”
*Attitude is Everything
“We’ve taken a slow
approach to EDS.
We hardly
publicized it at all in
the first year
[. .
.] now that we are in
love with it for our
own work and have
found some great
tricks with it through
authentic
experience, we’ll be
pushing it more.”
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… and love the
discovery tool.
Thank you!
Melissa Mallon
Coordinator of Library Instruction
Wichita State University Libraries
[email protected] | 316.978.5077
@librarianliss
Lisa Lapointe
Free Agent
Seattle, WA
[email protected]
References
Asher, A.D., Duke L.M., & Wilson, S. (2013) Paths of discovery: Comparing the search effectiveness
of EBSCO Discovery Service, Summon, Google Scholar, and conventional library resources.
College & Research Libraries, (74)5: 464-488.
Buck, S. & Mellinger, M. (2011). The impact of Serial Solutions’ Summon™ on information literacy
instruction: librarian perceptions. Internet Reference Services Quarterly, (16)4: 159-181.
Buck, S. & Steffy, C. (2013). Promising practices in instruction of discovery tools. Communications in
Information Literacy, (7)1: 66-80.
Kaufmann, K., Larsen, J., & DeSalvo, P. (2012). Discovering the discovery tool: The introduction and
impact on research and instruction at Seminole State College of Florida. College & Undergraduate
Libraries, (19)2-4: 278-296.