Faculty and Librarians discuss the results of a qualitative study conducted on student research. The investigators held focus groups with students in several Arts & Sciences courses to better discern their research habits. Presenters will also suggest ways in which faculty and librarians can work together to address issues of information literacy. The investigators will reflect on challenges to incorporating information literacy into a new core curriculum that is using LEAP outcomes.
2. Presenters
• Annette Chapman-Adisho, Associate
Professor of History
achapmanadisho@salemstate.edu
• Kimberly Poitevin, Assistant Professor of
Interdisciplinary Studies
kpoitevin@salemstate.edu
• Carol Zoppel, Social Sciences Librarian
czoppel@salemstate.edu
• Zach Newell, Humanities Librarian
znewell@salemstate.edu
36. Students
struggle with:
1. Time
management
2. Information
overload
3. Getting help
We can help with:
1. Context-based
instruction
2. Scaffold
assignments
3. Hands-on practice
4. Signage
Public liberal arts university in Salem, MA ~10,000 students (grad and undergrad) Large commuter population (only 33% live on campus) Many first-generation college studentsUniversity status achieved in October, 2010
Discuss role of info lit in new core– Annette & Zach?
Personal narrative/argument rather than researchNot a holistic approachMany (about half of those we talked with) began with a thesis or even an outline instead of a research questionUsed research to “fill in the blanks
Language is notable– “the internet” and “databases” aren’t sources, but repositories for sources. Students don’t make distinction.No one mentioned using print journalsWe asked: What did you use as your primary sources of information in your last research project, or What will you use as your primary sources of information in your next project?
Generally they meant full text databases (the database isn’t a source, but a repository for sources, just like the internet– but students don’t distinguish. Didn’t say “journals”); only used full-text articles
Students have trouble conquering big tasks– “research paper” assignments are especially daunting.
Reality of living in a digital age
Confusion about what databases to use, how to use library search tools, even after instruction
Report poor experiences with librarians in past/ in high school
Some students not convinced librarians have expertise to help; many prefer to take chances with Google. (Google is faster than a librarian, though might not always provide best information.)
LibGuides tailor search tools to specific assignment
In particular, students need practice retrieving and evaluating sources
Simplify:Limit amount we want students to learn/ retain from single library session, what we want them to accomplish in first year.Create new ways to engage them with librarians and library resources.