if you don’t build it, they won’t come: customized library resources for online learning angie...
TRANSCRIPT
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If You Don’t Build It, They Won’t Come:Customized Library Resources for Online Learning
Angie Gerrard, MLIS & Dirk Morrison, Ed.D.
TLT Conference
University of Saskatchewan
April 30-May 2, 2006
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Introduction
Current undergrad and IT trends
Role of the Library
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Introduction
“Students arrive at the library Web site with expectations
raised by these numerous personalized and customized
systems. When they do not find resources that appear to be
tailored specifically for their information needs, they move on
to other information resources.”
Reeb & Gibbons (2004), pp.126
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U of S Context: Evolution of Course Pages
Information Literacy & Library Instruction
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HTML Course Page: Psyc 213.3
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HTML Course Page: Hist 152.3
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HTML Course Page – Use of Tabs
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U of S Context: Evolution of Course Pages
PAWS (Personalized Access to Web Services)
Library’s Integrated Plan
Resource Management System
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RMS
Admin view User view
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Admin View
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Adding Resources
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Assigning Resource Type
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Subject Pages
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Editing Subject Pages
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Editing Subject Pages…
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Course Pages
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Editing Course Pages
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Editing Course Pages…
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Access to Subject & Courses Pages via PAWS
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Access to Subject & Course Pages via WebCT
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Access to Subject & Course Pages via Library
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Subjects Page
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Psychology Subject Page
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Course Pages
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Course Page for ECNT 810
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Course Page for ECNT 810
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Course Page for ECNT 810
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Course Page for ECNT 810
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Course Page for ECNT 810
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Course Page for ECNT 810
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Benefits
Students
Faculty
Librarians
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Benefits: Students
Ease of access
Filtered, relevant resources (customized)
Decreased confusion
Better resources=better research=better grades
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Benefits: Faculty
Collaboration with liaison librarian
Learn about new products & services
Improved quality of resources
Refined assignments
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Benefits: Librarians
Increased visibility of resources & services
Seen as relevant information source
Opportunity to forge relationships & collaboration
Increased familiarity with curriculum
Rich database developed
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Issues to Consider
Database constraints
Lack of formal assessment
Workload
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Conclusions
U of S Library is a partner in online learning
Fosters collaboration and innovation cycles
Future: Students as researchers Students as course contributors Students as evaluators
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References
Gibbons, S. (2003). Building upon the MyLibrary concept to better meet the information needs of college students. D-Lib Magazine, 9(3), March.
Jones, S. (2002). The internet goes to college: How students are living in the future with today’s technology. Pew Internet & American Life Project. Retrieved March 8, 2002 from http://www.pewinternet.org/reports/pdfs/PIP_College_Report.pdf
Lippincott, S. and Kyrillidou, M. (2004). How ARL university communities access information: Highlights from LibQUAL+. ARL Bimonthly Report 236, October.
Reeb, B. and Gibbons, S. (2004). Student, librarians, and subject guides: Improving a poor rate of return. Portal: Libraries and the Academy, 4(1), pp. 123-130.
Spool, J. (2003). Getting confidence from Lincoln. User Interface Engineering (n.d.). Retrieved October, 2003 from http://world.std.com/uieweb/Articles/getting_confidence.htm
The 2003 OCLC Environmental Scan: Pattern Recognition. Executive Summary. http:/www.oclc.org/reports/escan/downloads/escansummary_en.pdf