enabling access, assessing impact: subject guides 2.0
TRANSCRIPT
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Kristina De Voe | Temple University Libraries | Philadelphia, PA
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Wordle art by Palm Beach Community College Library. Available at http://palmbeachstate.libguides.com/seflin2009
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but do they impact student work?
and what about student learning?
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the plan
Identify a course with many sections and a research component
Provide instruction sessions Collect assignments Create, distribute & collect surveys Evaluate assignments Examine surveys Get some answers (hopefully)
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Photo by weirdeout. Available via flickr at http://www.flickr.com/photos/weirdedout/2406590192/
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assignment requirements
Identify at least 10 relevant sources must be varied and reflect multiple positions
Include in the annotations: an explanation of why you chose the source a brief summary of the source a brief description of how you found the source a summary of the relevant information
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guides.temple.edu/public_speaking
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instruction sessions
Exposed to the Guide
(experimental)
Not Exposed to the Guide
(control)
Fall 2009
Spring 2010
Fall 2009
Spring 2010
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session outcomes
Able to critically evaluate retrieved sources and determine if the information meets the need of the research problem (ACRL Standard 2)
Able to organize, integrate, and communicate information from a variety of sources to create an annotated bibliography (ACRL Standard 4)
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data collection
Fall 2009
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Experimental
Control Total Return Rate
Surveys Returned
83 148 231 62.7%
Bibliographies Submitted
15 24 39 10.6%
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annotated bibliography collection and evaluation
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Beginning (1 point)
Developing (2 points)
Competent (3 points)
Excellent (4 points)
Search Tools Used
Types of Sources
Currency of Sources
Authority of Sources
Summarization of Source Content
Evaluation of Source Relevance
Bibliographic Format
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how did students perform?
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Not a significant difference…?!
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survey analysis
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Huh?!Wait a minute…
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I did?! Really?!
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where would students like to find guides?
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in the spaces where they already are
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back to that assignment
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control group relied more heavily on faculty and
librarian expertise
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what helped make the assignment easier?
(librarian visit vs. guide)
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*
*
*
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how do students want to get help?
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what we learned
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…about ourselves
Too concerned over naming guides
Our rubrics must be more aligned to our faculty’s assignments
F2F still matters
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…about the students
Students will use LibGuides when recommended by librarians or faculty
Students indicate that they find LibGuides help them succeed on assignments
Students appear to struggle with source selection and evaluation How can we use LibGuides to address this?
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what’s next
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the distant future
Assess Spring 2010 sample and compare Fewer sections, more control Required bibliography submission Examine students’ use of sources more
Attempt with distance ed. courses to remove f2f element
Usability studies of guides How do we make them more useful?