Some Observations of Research Help

Provided research help yesterday for student in a lower division writing course. Some observations:

• Student used the word "website" continuously instead of "database."
• Student was confused about difference between Ebscohost, Academic Search Complete, and a particular subject database in Ebscohost.
• Student needed to use multiple databases, which only be found though different pathways. Thus, I had to repeat these pathways about 3-4 times. Can only hope student will remember.
• Student's assignment due "tomorrow" (which is now today, but you know what I mean)!
• Student wanted articles! Actually quite pushy about it, even though I was convinced he could find equally valuable information in books (perhaps even better).
• Student wanted citations (needed 15 for assignment). I was a little concerned he was just going to pile citations without actually reading the material.
• Student could not identity how to find full text. I can't say this is in any way the student's fault.
• Libraries' systems and databases do not make this easy
• The process looks & often is different almost every time (sometimes the SFX link goes directly to article, sometimes it doesn't).
• And of course, each database looks different. JSTOR has PDF easily visable. Another database has the PDF link made tiny and hidden off the right side of the screen. It goes on and on...
• Very hard to determine exactly what student does and doesn't know.
• Research need as expressed by student in completed form did NOT match actual student information need.
• Definitely good idea to write down notes for them as take away reminders. What are the key ideas they should walk away with after meeting with a librarian?

I was able to notice more because this student was fairly assertive, in this way gave some insight into his thought process (even if it was still confusing to me). No doubt my own responses confused him at times. 

I want to compile my observations and turn them in action items. Suggestions anyone? 

Photos from the SJSU Library Research Forum

Where Few Have Trekked Before: Mathematicians and Info Literacy

On Friday, June 6, I participated in the San Jose State University King Library's Research Forum. I presented a poster on my survey research of the SJSU Mathematics Faculty. Here is the extended abstract:

Mathematicians are rarely researched by librarians. This poster presentation will consider mathematicians in light of the rising pervasiveness of information literacy and lifelong learning goals for undergraduate students in colleges and universities. Mathematics faculty at San Jose State University are surveyed to explore and develop an understanding of their perceptions of information literacy and how it relates to undergraduate students earning a bachelor’s degree in mathematics (hereafter, referred to as “math major”).

In Fall 2007, the survey questionnaires were distributed among the 33 SJSU math faculty (not including two faculty who participated in the instrument testing). The questionnaire was designed by the researcher to elicit several key issues relating to math faculty, math majors, and information literacy. Altogether 19 completed questionnaires were returned (57.6% response rate). A look at the qualitative portion of the faculty responses reveals that not only are very few math faculty currently (or in the past) collaborating with a librarian, but also many do not see a present need for information literacy within math courses. The poster will additionally include some illuminating and revealing comments made by the math faculty when they answered the open-ended questions. Possibilities for further research and study of mathematics faculty and students will conclude the poster presentation.

I learned in practical sense how to improve my poster-making skills. It was a challenge because I wanted to put so much more information on the board than could really fit. In the end, I could have done a better job making the essential information stand out and be eye-catching. I am quite proud of the color design for the poster, that looked good. Another SLIS student poster presenter took photos and said that she would send them to me. When I get these, I will post them here.

Web 2.0 in IL Instruction

Recently I've been reading literature about Academic Library 2.0, including Michael Habib's thesis on the topic and a Choice "Bibliographic Essay" by Elyssa Kroski on the various uses of Web 2.0 in academic libraries. This lead my mind to think about how these 2.0 tools could be integrated into information literacy instruction. It would seem that there are some parallels between library resources and web resources. Additionally, we know that students are becoming more and more involved with web 2.0 applications (Facebook and MySpace are easily recognizable examples). Perhaps there is a way to link the two that will effectively increase students familiarity and comfortability in using library resources.

Since it is the SJSU English 1B classes that I have been teaching, I envisioned the integration into this particular course. Currently (Spring 2008) the students are broken into groups based on the library resource they are assigned. Once they have explored it, they are supposed to prepare a presentation for the class to demonstrate how to effectively utilize their given resource. I'm curious if the group activities could be done to include having the students compare the "direct" library resources with the "web" resources? For example, comparing the Library Catalog with Amazon.com, CQ Researcher/Opposing Viewpoints with Wikipedia, and Academic Search Premier with Google Scholar. Students would still work in groups and make presentations but they would have to think about how these resources differ, and what makes one "good" and "bad" to use. I don't know the practicality of this idea or how useful/successful it would actually be but my thoughts are a-brewin'.

Asked for Simple Quotable Advice

Last week I was helping Rebecca in an information literacy session for Communication 100W students. It was a wonderfully fun experience because the students all had their topics and were actually interested in getting help from us. It challenged me as I had to think of new ways to help them with some of their more obscure topics. Rebecca also demonstrated to them the importance of using print resources too. She brought in about 5 books that had to do with various students' topics. As she handed them out to those students, they were quite excited, like they had won a precious prize. This was an excellent way to motivate, encourage, and involve the students. I have to remember this technique for the future.

As the students were packing up to go at the end of the class, a student asked me for some quotable advice [I suddenly remembered that the class' instructor had told me she was requiring them to quote the library instructors in something they said that was useful]. I stumbled. What would be good quick general advice off the top of my head? I usually give specific advice for a specific situation. I start with, "be persistent." But that didn't seem to be enough in my mind, so I added, "and don't be afraid to ask for help." As I was walking home, I continued to think about quick quotable advice. Thus, here is the first draft [I expect this to change as I do more instruction]:

1. Think of synonyms.
2. Be persistent.
3. Don't be afraid to ask for help.

I sort of felt like it goes from some specific advice to more general advice. Many students think of one word for their topic and then they seem to stop there; however, frequently a database will use different terminology or just multiple terms. Being able to think of many words that mean (essentially) the same thing will help to find more (in quantity) related articles. This goes hand in hand with being persistent. It easy to stop a search of a few failed attempts but this is an opportunity to be creative and try something different in the search process or statement. Finally, I have noticed that students appear reluctant to approach a librarian for help but that's just silly. We're here to help and we want to. If thinking of synonyms has worn you out and your persistence has died off, come see a librarian for help. There are many different ways: reference desk, phone reference, email reference, and instant message/chat reference. Be aware that it is better to ask for help earlier than later. We are much better able to assist you if you contact earlier than the night before it is due. [Whoops, looks like I switched over from third person "the student" to second person "you."]

Anyway, that's just some early advice from a librarian in training.