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Teaching and Teacher Education 24 (2008) 368–376

www.elsevier.com/locate/tate

A faculty–librarian collaboration for developing informationliteracy skills among preservice teachers

Deborah M. Floyda,�, Gloria Colvinb, Yasar Bodurc

aDepartment of Childhood Education, Reading, and Disability Services, The Florida State University, 205 Stone Building, Tallahassee,

FL 32306-4457, USAbReference and Research Services Department, Strozier Library, The Florida State University, Tallahassee, FL 32306-2047, USA

cDepartment of Teaching and Learning, College of Education, Georgia Southern University, Statesboro, GA 30460, USA

Received 27 June 2006; received in revised form 21 November 2006; accepted 28 November 2006

Abstract

Preservice teachers enrolled in the first portion of an undergraduate education program at the Florida State University

were assigned to develop case studies based on their experience working in local elementary schools. The case studies were

to include research from the scholarly literature of the field using a rubric developed by the instructor for evaluating

sources. After inadequate results were recorded from the initial semester’s projects, the course instructor paired with a

liaison librarian to provide a workshop to improve the use of scholarly resources in the following semester’s class. This

article reports on a citation analysis of student bibliographies from the two classes, finding that the number of scholarly

resources cited increased significantly when the librarian’s presentation accompanied the use of the instructor’s rubric. The

results affirm earlier research that a combination of library instruction and clear faculty-established guidelines and

requirements for the use of scholarly resources results in increased quality of student research.

r 2007 Elsevier Ltd. All rights reserved.

Keywords: Preservice teachers; Teacher education; Higher education; Library instruction; Information literacy; English (second language)

1. Introduction

Information education aims at enhancing theinformation literacy skills of its participants. TheAmerican Library Association defines an informa-tion literate person as one who is able to locate,evaluate and use information to address a givenproblem or issue (American Library Association,

ee front matter r 2007 Elsevier Ltd. All rights reserved

te.2006.11.018

ing author. Tel.: +1 850 644 0494;

7524.

esses: debfloyd@lycos.com (D.M. Floyd),

.fsu.edu (G. Colvin),

et.acns.fsu.edu (Y. Bodur).

1989). As a growing body of both reliable andunreliable information is available to students withthe developments in information technology, edu-cating information literate students is now a vitalrole of universities.

Information education in academic institutions,at its best, is a collaborative effort betweenlibrarians and faculty. Teaching students aboutinformation resources is demonstrably more effec-tive when correlated with an assignment, andassignments that require use of scholarly resourcesare more likely to produce quality papers andprojects. Research indicates that an assignment withwell-defined, reasonable requirements for using

.

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information resources, combined with guidance inidentifying and using those resources, shouldeffectively lead to higher quality student projectsthat are based on scholarly literature and research(Davis, 2002).

When attempting to assess the efficacy of libraryinstruction, the focus should be on the end result ofbolstering student learning by enabling students toidentify and use information resources that will beuseful in coursework and for life beyond college. Inorder to continue to improve teaching and learning,wrote Lara Ursin and co-authors, ‘‘Librarians havejoined the teaching faculty in exploring methods ofassessment. These endeavors have led many librar-ians to improve teaching and learning in libraryinstruction programs, to become more involved inthe university curriculum, and to take a greater rolein identifying and measuring student learning at alllevels’’ (Ursin, Lindsay, & Johnson, 2004).

2. Literature review

One of the challenges faced by librarians isfinding appropriate means to assess the effectivenessof their instruction. Hovde (1999) points out thatunlike other researchers in the social sciences, ‘‘Thelibrary profession lacks standardized test instru-ments and the associated body of accrued statisticaldata for comparative analysis.’’

Based on her research, Hovde (1999) concludes,‘‘Examination of student research paper bibliogra-phies provides a flexible, non-invasive, time-efficientassessment forum in which one can quantify actualstudent behavioryinvolving library products andresources.’’ Citation analysis of student researchpapers has been used in a number of studies todocument the types of resources students use intheir research and to draw conclusions aboutstudents’ information-seeking behavior.

In a series of articles documenting a longitudinalstudy that examined student bibliographies frompapers written in an undergraduate economics classat Cornell University, Philip Davis notes the overalldecline in the use of scholarly resources (Davis,2002; Davis & Cohen, 2001). When the instructorsets strict, enforceable guidelines for acceptablecitations, however, the number of scholarly cita-tions increases. Further, when guidelines are estab-lished, there is an increase in the accuracy andstability of web sites that are cited (Davis, 2003).

Robinson and Schlegl (2004) examined studentbibliographies to test the efficacy of library instruc-

tion in relation to the quality of citations andstudent grades. They concluded that the benefit ofinstruction alone is limited, but when combinedwith instructor-initiated penalties tied to the use ofscholarly sources, the effect is significant.

3. Context

The College of Education at Florida StateUniversity offers a four-semester program of studyfor juniors and seniors majoring in elementaryeducation. In the first semester of study, diversity isemphasized. The field-experience course taughtduring the first semester of this program requireseach university student to be paired with a childattending an English for Speakers of Other Lan-guages (ESOL) program. The purpose of this classis to introduce preservice teachers to the culture ofthe school and focus on the application of strategiesand methods for teaching, observing, and learningabout the child as an individual. The field-experi-ence class meets for 1 hour weekly on campus. Inaddition, the students spend 6 hour a week for 7weeks, plus 1 full week in their assigned fieldplacement. During the field placement each pre-service teacher ‘‘shadows’’ his/her ESOL child, andis also responsible for working with small groups ofchildren and, on occasion, the entire class.

4. The course assignment

In Fall 2004, the instructor of this field-experienceclass designed an assignment requiring the preser-vice teachers to identify real classroom problems inelementary schools and to then use professionalliterature to research the problems.

The instructor employed case writing and casestudy methodology as the vehicle for this assign-ment. Both the professional literature and her ownexperience with students entering the professionindicated that many preservice teachers find thetheories and concepts they learn in universitycourses too abstract to help address specificproblems they encounter in real classrooms (Ham-merness, Darling-Hammond, & Shulman, 2002).Multiple studies reported positive outcomes of usingthe case study method and case writing exercises,ranging from promoting critical reflection to help-ing student teachers think like expert teachers(Floyd, 1992; Floyd & Bodur, 2005; Goodwin,2002; Kleinfeld, 1998; Levin, 2002; Mastrilli &Brown, 1999). The preservice teachers would be

ARTICLE IN PRESSD.M. Floyd et al. / Teaching and Teacher Education 24 (2008) 368–376370

immersed in a real classroom setting where theycould define problems, identify alternatives, choosea course of action and a plan for implementation,and consider the possible consequences of a givenaction.

By constructing cases based on experientialeducation, the preservice teachers attempted tomake professional decisions based on direct ob-servation, interaction and practice with the childrenand school personnel, and the school contexts inwhich they interacted. Preservice teachers were nottold what their topic should or would be about.They were told to observe and interact within theirassigned placements and write about what theyquestioned, what nagged at them, what did notquite seem to be resolved in their minds at the end oftheir clinical experience, or what just consumedthem with interest.

The assignment read as follows in the syllabus.Write and share a case study. You are to create

your own case study following the examples used inclass. These will be the basis for small groupdiscussions the next to the last class meeting. Yourcase study may follow the format of the case studieswe’ve discussed in class, or be creative (write it as ajournal entry or news report, etc.)! However youselect to tell your story, it should contain these threefeatures:

1.

Detailed description of the event or problem. 2. Key issues or questions for discussion. 3. Suggested readings. (An annotated bibliography

with at least five references related to your case.)As you are identifying your ‘‘problem’’ anddeveloping your case, discuss your ideas withyour supervising teacher. He/she can be acollaborator in this process! Keep a record ofthese interactions within the context of yourlearning log.

Periodically during the on-campus meeting times,the preservice teachers were asked to present theirideas concerning potential topics for their casestudies. Some topics outlined by the students wereproblematic in that the perceived classroom diffi-culty involved the supervising teacher (such asimproper use of the English language). This madeit even more important to access the professionalbody of knowledge. The preservice teachers wereallowed to construct their cases as open-ended, withno solution given, or closed-ended, where a solutionis given or the problem rectified.

To guide the preservice teachers in their selectionof professional literature, the instructor provided arubric to gauge appropriateness. In this rubric, thetimeliness, credibility, and relevance of the resourceswere emphasized (Fig. 1).

5. Data sources

The 95 preservice teachers who participated inthis study reflect the common preservice teacherprofile of the United States, mostly white andmiddle-class females. There were only three malesand four non-white students.

The instructor established the following criteriato analyze the cases:

Type of the case—open/closed.Content of the case.Appropriate selection of professional literature.Overall quality of the case.

The professional literature would be considered‘‘appropriate’’ if it fits the rubric in the categories oftimeliness, content match, peer reviewed, and creden-tials of the author(s). The students needed to use aminimum of five references, incorporating a varietyfrom the following categories: Internet sources,journals, books or interviews. The overall qualitywas determined by the appropriateness and number ofthe references used and the richness of description andcontextual information included in the case thatwould facilitate the case reader’s identification andunderstanding of the problem or problems discussed.

Although the preservice teachers’ placement withESOL children seemed to influence the choice ofproblems about which to write, a wide variety ofproblems or topics were identified. The topics of thefirst semester cases were classified under fourcategories: child-related issues, teacher-related is-sues, effectiveness or lack of effectiveness of aprogram, and general issues.

A majority of the preservice teachers chosegenerally appropriate references and had the re-quired number of five varied references. In manycases additional references were used. Those stu-dents who used inappropriate references citedpopular works rather than professional journals.

6. Fall 2004 results

An analysis of the preservice teachers’ work in theFall 2004, section of the class revealed that, overall,

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Timeliness (time writtenvalid for the

problem)

Content matches the

identified problem

Updated website

Producer of the website (.edu or

.gov appropriate as

sources)

Layout useable (viable links)

On-line source

Timeliness (time written valid for the

problem)

Content matches theidentified problem

Peer reviewed (reviewed by individuals in

the field)

Credentials of author(s) (knownand respected in

the field) Journal

Timeliness(time written valid for the problem)

Content matches the identified

problem

Credentials of author (known and respected in

the field) Book

Individual’s area of expertise matches the

identified problem

Credentials of individual (known and respected in

the field)

Individual current in thefield of study

Interview

Fig. 1. Rubric for selecting references for the case study.

D.M. Floyd et al. / Teaching and Teacher Education 24 (2008) 368–376 371

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Excellent Average Poor

Originality

Relevance Development of the Case Appropriate Selection of Professional Literature Integration of Literature/Field Notes

Fig. 2. Case studies grading rubric.

D.M. Floyd et al. / Teaching and Teacher Education 24 (2008) 368–376372

there was a good understanding of the mechanics ofidentifying and presenting real classroom problems.Many students, however, struggled with the task ofchoosing appropriate journal articles to considerand incorporate into their case studies. Especiallydisappointing was the lack of weight placed on useof peer-reviewed journals in the students’ work. Theinstructor hypothesized that either there had notbeen enough emphasis placed on the use of peer-reviewed journals in the initial assignment or thatthe preservice teachers did not know how todetermine if a journal were peer-reviewed or not.

Based on these results, the instructor for thiscourse altered the course materials for the Spring2005 course session. The set of criteria that had beendeveloped to analyze the Fall 2004 cases wasinserted into the syllabus for the course along withthe original rubric to guide the students in selectingfrom the professional literature (Fig. 2). In addition,the reference librarian serving as a liaison to theCollege of Education was asked to conduct aworkshop with the new students during the Spring2005 semester. The librarian developed a tool toanalyze the literature used by both the Fall 2004 andthe Spring 2005 students. The focus now shifted towhether a ‘‘reference’’ workshop would bring aboutan increase in the number of quality professionalreferences chosen for use in the case writing exercise.

7. Library session

Due to the size of the class, the library session washeld in the students’ regular classroom, rather thanin a lab or classroom setting that allowed for hands-on searching. The goals for the session were forstudents to be able to identify the major databasesfor use in education research and to be able to usethem efficiently; to distinguish between peer-re-

viewed articles and other resources; to know howto locate articles, books, and other appropriateresources, and to be able to identify ways in whichthey could get assistance with their research.

The librarian distinguished between the types ofmaterials available through the library’s onlinecatalog, databases, and the Internet. Searchesdemonstrated in the library’s online catalog illu-strated techniques used to look for books andjournal titles in the library’s collection. The librariandemonstrated the ERIC and Education Full Textdatabases, beginning with the use of the thesaurusand the construction of search strategies usingBoolean search techniques. Access to ERIC wasthrough CSA and to Education Full Text throughWilsonWeb, both of which provide a means todistinguish between peer-reviewed articles and otherarticles or resources. The need to use scholarlyresources for this project was emphasized, alongwith a discussion of the difference between peer-reviewed articles, other magazine or journal articles,and information found on web sites. Local im-plementation of SFX technology was identified as atool to help locate the full text in electronic or printformat.

8. Data analysis

Student papers from the Spring semester classappeared to be of a higher quality and to have madebetter use of peer-reviewed sources than thosewritten in the Fall semester, based on the instruc-tor’s observations. To compare the results of thetwo classes empirically, citations from the studentbibliographies were examined and analyzed.Although many of the students cited interviewswith teachers in their bibliographies, for thepurposes of this study the interviews were omitted

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Table 2

Types of resources cited in spring 2005 papers

Type/format Print Electronic Total

Scholarly

Book 30 6 36

Journal 55 52 107

Dissertation 0 2 2

Gov’t. documents 0 3 3

Other 10 19 29

Total 95 82 177

Non-scholarly

Newsletter 0 4 4

Magazine 4 8 12

Newspaper 1 3 4

Web 51 0 51

Other 1 0 1

Total 57 15 72

D.M. Floyd et al. / Teaching and Teacher Education 24 (2008) 368–376 373

from the data since they did not reflect use of printor electronic published sources.

A template was constructed in which sources wereclassified first by type, and, secondly, as to whetherthey were print or electronic in format (Tables 1 and2). Scholarly resources were grouped together andseparated from non-scholarly resources in thetemplate. Peer-reviewed journal articles, books,dissertations, and government reports were consid-ered to be scholarly resources, as were paperspresented at scholarly conferences and researchreports, which were listed in an ‘‘Other’’ category.Articles from magazines, newsletters, newspapers,and web sites were considered to be non-scholarlyresources. A category of ‘‘Other’’ was used for non-scholarly resources, such as opinion pieces, bro-chures, fact sheets, etc. that did not fall into thestandard categories.

Forty-six papers from the Fall semester and 49from the Spring semester were examined. Subtract-ing the citations for interviews, there were a total of222 citations in the Fall bibliographies and 249 inthose from the Spring, for a combined total of 471citations. Bibliographies were photocopied, sepa-rated from the student papers to protect confidenti-ality, and numbered. Citations from eachbibliography were checked and entered in thetemplate. Journal titles were checked in Ulrich’s

International Periodicals Directory to verify theirstatus as peer-reviewed, scholarly, or non-scholarlypublications. When the type of item was not clearfrom the citation, the citation was checked in ERICto verify the type of material (research report,

Table 1

Types of resources cited in fall 2004 papers

Type/format Print Electronic Total

Scholarly

Book 69 2 71

Journal 19 9 28

Dissertation 4 0 4

Gov’t. documents 0 4 4

Other 3 19 22

Total 95 34 129

Non-scholarly

Newsletter 2 4 6

Magazine 7 6 13

Newspaper 1 4 5

Web 69 0 69

Other 0 0 0

Total 79 14 93

opinion piece, etc.). A citation was considered to beprint if there were no indication that it waselectronic.

Each URL was checked to determine the natureof the material on the web site. In some cases, itemslisted in the bibliography as web sites were actuallyjournal articles or government publications thatqualified as scholarly resources and were classifiedas such. The domains of web sites used were alsonoted. In order to assess the significance of meandifference between and within Fall 2004 and Spring2005 groups in terms of using scholarly and non-scholarly resources in their cases, non-parametricstatistical procedures were employed (Fig. 3).

9. Results

The percentage of scholarly items cited in thebibliographies of students in the Spring course washigher than the percentage cited in the Fall course.In the Fall, 58% of the citations were scholarly; inthe Spring that number increased to 71%. Wilcoxonsigned ranks tests indicated that there was nosignificant difference between the use of scholarlyand non-scholarly literature in the Fall 2005(p ¼ .90) while there was a significant difference inthe Spring 2005 (po.01). Mann–Whitney U testsindicated that the Spring 2005 students’ use ofscholarly literature was significantly higher than fall2004 (p ¼ .006).

Most dramatic was the increase in the percentageof peer-reviewed journals used. In the Fall, only

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0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Fall 2004 Spring 2005

Fig. 4. Comparison of the use of peer-reviewed journals in fall

and spring semesters.0%

10%

20%

30%

40%

50%

60%

70%

80%

Fall 2004 Spring 2005

Scholarly

Non-Scholarly

Fig. 3. Comparison of uses of scholarly and non-scholarly

resources in fall and spring semesters.

D.M. Floyd et al. / Teaching and Teacher Education 24 (2008) 368–376374

13% of the references cited came from peer-reviewed journals, while in the Spring 43% of thetotal references came from peer-reviewed journals(Fig. 4). Not only was there a substantial differencein the number of journals cited in the two semesters,but the range and quality of journals were muchgreater in the spring semester. A total of 24individual journal titles were cited in the fall 2004bibliographies, as opposed to 77 individual titlescited in the spring 2005 bibliographies.

In both semesters, the journals cited wereprimarily a mix of titles from education andpsychology, but the spring 2005 bibliographiescovered a much wider range of journals in thesefields. The only titles cited more than twice in fallwere Journal of School Psychology and Psychology

Review. In the spring semester, the most frequentlycited (more than two articles) were Journal of School

Psychology, Childhood Education, Reading and

Writing Quarterly, Intervention in School and Clinic,Journal of Educational Psychology, Kappa Delta Pi

Record, TESOL Quarterly, and Clearing House.One indication of selectivity and presumed

quality is a journal’s rate of acceptance of manu-scripts. Cabell’s Directory of Publishing Opportu-nities in Educational Psychology andAdministration (Anon., 2005a) and Cabell’s Direc-tory of Publishing Opportunities in EducationalCurriculum and Methods (Anon., 2005b) arefrequently used sources for acceptance rates ofeducation journals. Based on information in the twoCabell’s Directories, 29 of the journals cited in thespring had acceptance rates of 30% or lower, whileonly 5 of the journals cited in the fall were asselective.

The College of Education at this universityconsiders journals included in the Institute forScientific Information’s Web of Science databaseto be high quality scholarly journals. Thirty-eightjournals cited in the spring semester are listed in theWeb of Science’s Source Index, as opposed to 16cited in the fall semester.

In terms of format, the number of electronicsources used in the Spring semester increased. In theFall, 47% of the items cited were print sources and53% were electronic. Citations in the Springsemester divided into 40% print sources and 60%electronic. This change is most likely a result of thelibrary session since there was an emphasis on usingelectronic databases and locating materials availablein electronic format.

The percentage of web sites cited decreased from31% in the Fall to 20% in the Spring semester.There were no clear patterns in the differences indomains cited in the two semesters, although higherpercentages of those cited in the fall came from .eduand .gov domains. There were fewer citations from.com sites in the Fall than there were in the Spring.In the Fall semester, .org domains were cited morethan any other domain, and in the Spring there werean equal number of citations from .org and .comdomains. Citations for several of the articles used inthe fall semester indicated that they were found onweb sites, suggesting that students relied on search-ing the Internet, rather than using databases to findarticles.

A decrease in the number of books cited from32% in the fall to 14% in the spring indicated anincreased reliance on journal literature as sources.In both semesters, most of the books cited weretextbooks or handbooks for teachers. In the spring,

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there were also several references to specializededucation encyclopedias.

The assignment was graded on a check, checkplus, or check minus basis rather than by lettergrades. Records of grades for the students in bothsemesters were not available, so it was not possibleto determine whether there was a correlationbetween the use of scholarly resources and astudent’s grade on the assignment.

10. Conclusions

The increase in the percentage of scholarlymaterials used, and particularly the increase in thepercentage of peer-reviewed journals used by thestudents who attended the library session, indicatethat library instruction had a positive impact on thequality of student bibliographies. The instructor’semphasis on using peer-reviewed journals and otherscholarly resources, coupled with the rubric studentsused to evaluate sources, fostered a productiveenvironment for the library presentation andstrengthened its impact.

Observations from the citation analysis alsosuggest topics that should be addressed in futurelibrary sessions. In the process of examining thebibliographies, it was noted that many of the items,particularly those that were electronic, were notcited properly using APA format. In many cases,critical information was missing from the citation,in others, information was mistakenly substitutedfor the journal title or authoring agency, and inothers, the type of material was not identifiedcorrectly. This has clear implications for futureinstruction sessions where elements of a citation,proper APA format, and identification of types ofmaterials need to be discussed.

The apparent confusion about the types ofmaterials being used and the inaccuracy of biblio-graphic citation format also need to be addressed.In addition, more emphasis needs to be placed onevaluating web sites to encourage the use of morereputable sites.

While the bibliographies did improve in quality,there is still room for more improvement. Toincrease the impact that the library session has onstudents, working with small groups on theirselected topics rather than one session for the entireclass may be more effective. Assigning penalties forfailure to use scholarly resources would likely havean impact on the number used.

The results of this study affirm the conclusionsreached by Davis in his analyses of studentbibliographies at Cornell and others regarding theimportance of collaboration between librarians andfaculty in working to improve the scholarly qualityof student papers and projects. The combination oflibrary instruction with clear faculty-establishedguidelines and requirements for the use of scholarlyresources results in increased quality of studentresearch. Further, it exposed students to researchand evaluative skills that they can continue to use inother courses and in situations they may encounterin their professional lives. Although the design ofthis study does not allow us to conclude thatteaching about information resources is moreeffective when correlated with a course assignment,we can certainly speculate so based on our findings.

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