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Pam Howard Senior Assistant Librarian, SF State February 2, 2007 SCIL, Pomona

Cognitive dissonance: a useful tool for getting and keeping control of a course integrated library instructional session. Pam Howard Senior Assistant Librarian, SF State February 2, 2007 SCIL, Pomona. Where are we going. Introduction Cognitive dissonance?

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Pam Howard Senior Assistant Librarian, SF State February 2, 2007 SCIL, Pomona

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  1. Cognitive dissonance: a useful tool for getting and keeping control of a course integrated library instructional session Pam Howard Senior Assistant Librarian, SF State February 2, 2007 SCIL, Pomona

  2. Where are we going . . . • Introduction • Cognitive dissonance? • What is a Student Response System (SRS) • Why use an SRS? • Prologue • Case Studies: One, Two, Three • Conclusions

  3. What is cognitive dissonance ? • perception of incompatibility between two … elements of knowledge 1 • state of thinking you know something when, in fact you do not 1. Wikipedia

  4. What is a Student Response System? • Technology – computer, software, transponder and receiver • Remotes are infrared or radio frequency • Sources: publishers and classroom technology companies • Real time responses

  5. Why would you want to use a SRS? Seven Principles for Good Practice in Undergraduate Education1 • Actively engage students • Gauge level of understanding • Prompt feedback 1. Chickering and Gamson , 1987 AAHE Report

  6. Prologue • Paper test • SRS test • Comparison

  7. 1. PubMed/Medline is a ... • Free online database? • A database search engine? • A government resource? • A group of peer reviewed journals?

  8. 2. To look for the most up to date information on small pox eradication you would look... • The library catalog? • An article database? • The Internet?

  9. 3. The extension on the URL that means a website is a government web site is... • .gov • .org • .com

  10. Questions 4-6 are omitted

  11. SRS Synchronous Interactive Excel: means, percent, charts, etc Cumulative Prep: dynamic Paper Asynchronous Static Pen and paper tally Cumulative Prep: static Comparison

  12. Case Study One: OASIS • Online tutorial: content and quizzes • Graduation Requirement • http://oasis.sfsu.edu/ • HEED 310: Health and Society • Writing requirement • Research requirement

  13. OASIS: Do you know what it is within the context of the library? • Yes • No

  14. OASIS: Did you pass a library requirement, here or else where? • Yes • No

  15. OASIS: Have you had a library class here before? • Yes • No

  16. OASIS taught me . . . • The Dewey decimal system SF State uses. • That I pay for interlibrary loan items. • Peer review and scholarly articles are different. • The library has a reference email service. • All of the above.

  17. The what and the why. . . • Determined what they knew about the tutorial. • Determined if they had taken the tutorial. • Determined if they completed the requirement at SF State. • Tested various components of the tutorial.

  18. Case Study Two: Broad spectrum of students • HH 690: Psychophysiology of Healing • Writing requirement • Research requirement • Upper division: undergraduates and graduates, and open university

  19. Library of Congress Classification... • psychophysiology • psychotherapy • placebo • psychoneuroimmunology • psychopharmacology

  20. Subject classifications are the same from one database to the next. • True • False

  21. To request an article, I use... • Illiad • LINK+ • Pharos

  22. The what and the why. . . • Start higher up the food chain of information: case two >> case one • Students had the opportunity to use active learning to find subject headings • They learned something about the catalog

  23. Case Study Three: graduate class • NURS 700: The Theoretical Basis of Nursing • Writing requirement • Research requirement • Compare demographics and expectations to published information • Pravikoff, D., Tanner, A.,& Pierce, S. (2005) Readiness of US nurses for evidence-based practice: many don’t understand or value research and have had no training to help them find evidence on which to base their practice. American Journal of Nursing, 105(9),40-52.

  24. What year did you get your first higher education degree? • Before 1989 • 1990-1995 • 1996-2000 • 2001- 2005

  25. What is your latest work setting? • Hospital • Nursing home • Public/community health • Occupational health • Ambulatory care

  26. When you need information at work, where do you turn? • Internet • Colleagues • Research • Hospital Libraries

  27. When you use the internet for information, what do you use? • Pubmed • Nursing web sites • Google

  28. Nurses feel they have a lack of access to computers on the floor? • True • False

  29. Why use an SRS? • Case One: Assess prior knowledge • Case Two: Gauge student knowledge • Case Three: Engage students in the material

  30. Class request Library Session Technology Student Outcomes

  31. Conclusions . . . • I can teach on the fly • Not all sections of a class are the same • Technology is my friend • Relevance of library instruction is tested and usually affirmed • Different student segments respond positively to the use of an SRS

  32. Questions . . . • Some additional SRS products • Turning Technologies • ClassActSRS/RF • Quizdom • InterWrite - - - and many more!!

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