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Online Information Competence Tutorials: Influencing Change in Traditional Library Classrooms

Online Information Competence Tutorials: Influencing Change in Traditional Library Classrooms. Pamela Jackson and Charity Hope San José State University Library California Library Association’s Annual Convention November 14, 2004 San Jose, CA. Abstract.

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Online Information Competence Tutorials: Influencing Change in Traditional Library Classrooms

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  1. Online Information Competence Tutorials: Influencing Change in Traditional Library Classrooms Pamela Jackson and Charity Hope San José State University Library California Library Association’s Annual ConventionNovember 14, 2004San Jose, CA

  2. Abstract Online library tutorials allow students to learn important information competence skills at their own pace outside of traditional class time. Online tutorials provide a common foundation among students, and allow librarians to make classroom library instruction sessions more student-centered and advanced.

  3. Concepts Taught via Information Competence Tutorials • General orientation to the library’s physical and online environments • Defining a research topic; selecting search terms • Selecting, searching for and evaluating information • Identifying popular and scholarly literature • Understanding and recognizing primary research • Plagiarism

  4. Two Case StudiesBefore and After Integration of Online Tutorials • Science 2 • Computer Science 100w

  5. Measuring Student Learning • Pre-tests measure student knowledge before taking the tutorial. • Quizzes at the end of each module or tutorial test students’ knowledge after completing the tutorial. • Quiz data shows scores by class, student, semester (includes class averages and scores by question).

  6. Science 2: SUCCESS IN SCIENCE • “Academic Boot Camp” designed to introduce entering science majors at SJSU to University life • “Strongly Recommended” -- 1/3 to ½ of the entering science freshmen enroll • Apx. 200 students each Fall semester

  7. Information Literacy Before Tutorial Era • Lecture + handouts • Modest goals – to connect students to the library and librarian • Librarian delivered basic library info

  8. After Integrating Tutorials • 2 online tutorials + lecture + Q&As + lab activities • InfoPower - week • Plagiarism: The crime of Intellectual Kidnapping - week • Lecture - week • Class-customized handout (based on quiz results and class questions) • Lab Group Activity - week

  9. Expanded Goals • Basic library info PLUS: • Foundation of Infolit skills and avoiding plagiarism • Advanced Infolit topics - Structure of Scientific Information and the Deep Web • Student groups practice searching and evaluation in structured, totally hands-on activity labs

  10. Benefits • More instruction opportunities = more content + more reinforcement • Multimode – listening, reading, hands-on – online and offline – group and individual • More emphasis on advanced, transferable skills: • What kind of info do I need? • Evaluating information

  11. Computer Science 100w • Required Technical Writing Course for the CS major • Apx. 150 juniors and seniors each semester

  12. InfoLit Requirement of the Course • Library instruction session is a required component of the course • Librarian teaches a 75-minute instruction session during the third week of classes each semester • Instruction sessions are taught during regular class time • Student attendance and participation is mandatory

  13. Pre-Tutorial Instruction Sessions • Primarily lecture-based format • Brief introduction to the library and services • What you need determines where you look • The invisible web • Database demonstration for Engineering Village 2 • 10-15 minutes at the end for hands-on searching

  14. Introduction of Online Tutorials • Students required to take two online tutorials and submit their scores before the instruction session begins • InfoPower • Plagiarism: The Crime of Intellectual Kidnapping

  15. Instruction Sessions with Online Tutorials • Almost entirely hands-on • Brief introduction to the library (5 minutes) • Identifying primary research (20 mins) • Finding the full-text (10 minutes) • Developing a search strategy and hands-on searching for articles (40 minutes)

  16. Change in Reference-by-appointment Questions • Before: • High number of technical questions, such as how to find the full-text • After: • Higher-level critical thinking questions on evaluating resources and refining search strategies

  17. Impact Summary • Basics covered before instruction sessions • Student quiz results impact in-person instruction • Progressive reinforcement of Infolit skills • Librarian time student-centered and advanced • No time savings, but bigger rewards

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