loex 2007 cathy palmer head, education and outreach uc irvine libraries applying student learning...
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LOEX 2007
Cathy PalmerHead, Education and Outreach
UC Irvine Libraries
Applying Student Learning
Data to Enhance InstructionAn Anteater Initiative
LOEX 2007
LOEX 2007
Outline
Background Program Overview Incentives/Challenges Methodology Results Lessons Learned What next?
Writing Program/Library Collaboration
Lower-division writing requirement Fulfilled in part by successful
completion of Writing 39C: Argument and Research
Course integrated library research assignment since 1986
Library research assignment evolved as course curriculum evolved
Library Incentives for Evaluation
Major investment of library resources• Personnel• Space
Availability of numeric data• Number of students reached• Number of sessions taught• Number of librarian hours spent
Were our resources being put to the best use?
Yearly Statistics1996/1997
• 1727 Students
• 76 Sessions
• 82 Hours
2005/2006
• 2504 Students
• 126 Sessions
• 150 Hours
Session Outline
Libraries Homepage (Lecture/Demo) • Ask a Librarian• Connect from off-campus
ANTPAC catalog (Lecture/Demo) Expanded Academic (Lecture/Demo) Hands-on exploration of assigned databases
• Sociological Abstracts• L/N Congressional Universe• United States Newspapers
Review of each database (Discussion) Evaluations
Evaluation 1.0
Overall Value of Session to Student
Very Useful 591 44%
Useful 621 46%
Somewhat Useful 115 9%
Not Useful 10 1%
No Response 0 0%
Total 1338 100
Student rating of Librarian Presentation
Understand Clearly 616 50%
Understand 525 43%
Understand Somewhat
2 0%
Don't Understand 0 0%
No Response 84 7
Understand Clearly 529 40%
Understand 702 52%
Understand Somewhat
69 5%
Don't Understand 3 0%
No Response 35 3%
Choose Databases—student self rating
Select Search Terms-student self rating
Understand Clearly 523 39%
Understand 618 46%
Understand Somewhat
69 5%
Don't Understand 2 0%
No Response 126 9%
Evaluate Results of Search-self rating
Understand Clearly
593 44%
Understand 530 40%
Understand Somewhat
79 6%
Don't Understand 6 0%
No Response 130 10%
Interpret Citations-Find Material-self-rating
Understand Clearly
457 34%
Understand 591 44%
Understand Somewhat
145 11%
Don't Understand 11 1%
No Response 134 10%
But...
What were the students REALLYlearning in the
session?
The "Eureka!" moment
Esther Grassian workshop
Ask the students questions about the
content of the session as part of theevaluation.
The BIG IDEA
Explicit Objective:Students will understand that they have avariety of information resources available
tothem and that each resource has strengthsand weaknesses. They will be challenged
toanswer the question "Why use this
resourcerather than that resource?"
The Invisible BIG IDEAs
Implicit Objectives:Students will leave knowing that thelibrarians are there to help them.
Involve students in their own learning by
making the session as hands-on as possible.
Learning Outcomes
At the end of the 50 minute session,
students will: Recognize the characteristics of generalized and
specialized information resources and be able to differentiate between them.
Learn and apply basic search strategies that will help them locate information
Select, explore and use 3-5 library databases to find information on their topic.
Session Outline
Libraries Homepage (Lecture/Demo) • Ask a Librarian• Connect from off-campus
ANTPAC catalog (Lecture/Demo) Expanded Academic (Lecture/Demo) Hands-on exploration of assigned databases
• Sociological Abstracts• L/N Congressional Universe• United States Newspapers
Review of each database (Discussion) Evaluations
Early Results
Read each statement and indicate the best resource to use by placing a check in the appropriate column.
(Fall, 2003—383 responses)
ANTPAC Expanded Academic ASAP
Sociological Abstracts
UCelinks
Ask a Librarian
Find books
Find scholarly articles
Find scholarly and popular articles
Get help
Find electronic copy
62%
38%
53%
62%
77%
Let's use Sociological
Abstracts as the demonstration
database instead of Expanded
Academic ASAP.
Another Eureka Moment
Read each statement and indicate the best resource to use by placing a check in the appropriate column.
(Spring 2004, 809 evaluations)
ANTPAC
Expanded Academic ASAP
Sociological Abstracts
UCelinks
Ask a Librarian
Find books
Find scholarly articles
Find scholarly and popular articles
Get help
Find electronic copy
73.9%
48.3% 52.7%
55.8%
74.7%
64.4%
Student Performance Comparison
Fall, 2003 Spring, 2004
Use ANTPAC to find books 61.8 73.9
Use Soc Abs to find scholarly articles
38 52.7
Use Expanded Academic to find popular and scholarly
53 54.8
Ask a Librarian for help 76.6 74.7
Use UCeLinks to find electronic copies
62.1 64.4
Bonuses
Ability to look for themes in student comments
What parts of the presentation helped you the most?
Following along step by step (71) Visual aid/demonstration (73) Group work (83)
Student comments cont.
What helped you the least? Group work (59) Not enough time (38) Nothing/everything helped (202)
What could improve the session? Longer session (184) Slower and more detail about resources (58) Speak louder/microphone
Still more student comments
I still need to learn more about: What each database is used for and when
to use it for certain searches (78)• The other databases we didn't get to
explore (59)• How to find the actual copies of books and
articles in the library (34)
Problems with Paper
ANTPAC Expanded Academic ASAP
Sociological Abstracts
UCelinks Ask a Librarian
Find books
X X X X X
Find scholarly articles
X X X X X
Find scholarly and popular articles
X X X X X
Get help X X X X X
Find electronic copy
X X X X X
Problems with Paper
ANTPAC Expanded Academic ASAP
Sociological Abstracts
UCelinks Ask a Librarian
Find books
X X X
Find scholarly articles
X X X
Find scholarly and popular articles
X X X X X
Get help X X X
Find electronic copy
X X X
Problems with Paper
ANTPAC Expanded Academic ASAP
Sociological Abstracts
UCelinks Ask a Librarian
Find books
X X X
Find scholarly articles
X X X
Find scholarly and popular articles
X X
Get help X X X X X
Find electronic copy
X X X
Benefits of Automating Evaluation Form
Could only select one response More comments/longer comments Results available immediately Results could be sorted in a variety of
ways
Numeric Results
Individual Librarian/Individual Session
Individual Librarian/All Sessions
Overall evaluations by quarter
Overall evaluation by academic year
Individual Performance Improvements
Assessment/Feedback methodology Use of Observation Rubric
– Presentation style• Use of projected image• Can be heard
– Session Content• Outlines session • Pacing
– Classroom management• Interaction with students• Execution of learning techniques
Comparison between Observation and Evaluations
Results
Clear, concise presentation+
Hands-on+
Review of experience
Best performance by students on selection of best resource
Example
Another Example
Librarians: All Academic year: 2006 - 2007Total evaluations: 1733
Q1. Session Content
The Library Research Skills session was useful.
Strongly agree: 873 (50%)
Agree: 778 (45%)
Neutral: 64 (4%)
Disagree: 9 (1%)
No opinion: 1 (0%)
I learned new skills.
Strongly agree: 907 (52%)
Agree: 713 (41%)
Neutral: 78 (5%)
Disagree: 18 (1%)
No opinion: 3 (0%)
Librarians: All Academic year: 2006 - 2007Total evaluations: 1733
Q2. Instructors
The librarian presented information in a way that I could understand.
Strongly agree: 970 (56%)
Agree: 689 (40%)
Neutral: 42 (2%)
Disagree: 15 (1%)
No opinion: 4 (0%)
The librarian encouraged and responded to questions.
Strongly agree: 960 (55%)
Agree: 636 (37%)
Neutral: 105 (6%)
No opinion: 8 (0%)
Disagree: 8 (0%)
Q3. Choose the Best Resource
A. I can use this resource to find out if the UCI Libraries own the book Reckoning with Homelessness.
Antpac: 1315 (76%)
ASAP: 134 (8%)
Ask a Librarian: 74 (4%)
Sociological Abstracts: 84 (5%)
UC-eLinks: 73 (4%)
D. I can get help with my topic by using this resource.
Antpac: 165 (10%)
ASAP: 176 (10%)
Ask a Librarian: 1160 (67%)
Sociological Abstracts: 76 (4%)
UC-eLinks: 99 (6%)
E. I can use this online resource to see if there is an electronic copy of an article available.
Antpac: 334 (19%)
ASAP: 197 (11%)
Ask a Librarian: 46 (3%)
Sociological Abstracts: 50 (3%)
UC-eLinks: 1042 (60%)
Q3. Choose the Best Resource
B. I can use this online resource to locate scholarly peer-reviewed journal articles on the topic of homelessness.
Antpac: 160 (9%)
ASAP: 660 (38%)
Ask a Librarian: 21 (1%)
Sociological Abstracts: 779 (45%)
UC-eLinks: 52 (3%)
C. This is a good resource to use when I am beginning my research because it covers both scholarly journals and popular magazines.
Antpac: 211 (12%)
ASAP: 1078 (62%)
Ask a Librarian: 25 (1%)
Sociological Abstracts: 287 (17%)
UC-eLinks: 77 (4%)
Future Wishlist
Pre and post testing Ability to share results of evaluation
with students More nuanced testing of ability to
apply concepts learned Consistent evaluation of learning
outcomes from other library research skills sessions
Questions?
