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MerrillCazier Library Instruction Program Annual Report 2010 1 Utah State University Library Instruction Program Annual Report for 20092010 Wendy Holliday Coordinator of Library Instruction October 6, 2010 I. Introduction The 20092010 academic year continued the slight downward trend in the number of library instruction sessions taught by USU librarians. Librarians taught 959 sessions in FY 2010, down from 1,011 in the previous year. We taught around the same number of English 1010 and 2010 classes and fewer subjectspecific classes. We still reached a large number of students. Librarians documented 19,511 contact hours with students. When accounting for repeat sessions for a single class, we reached 9,961 students. This number is down for the first time in the last several years, suggesting that staff shortages might be influencing the level of outreach and instruction that librarians are able to effectively manage. Subjectspecific library instruction was the focus of our efforts this year. The Library reorganized its approach to subject librarianship, with a goal of more closely integrating instruction, reference, and outreach activities with collection development. All Subject Librarians now meet monthly and the meeting agenda includes the entire range of subject librarian duties. The Coordinator of Library Instruction now sits on the new Subject Librarian Advisory Committee (SLAC). The first major instruction project for subject librarians was the development of a plan and related outreach and instructional strategies to integrate library instruction into each major at USU. Subject librarians identified classes that might be good candidates for instruction in each major and outlined a tentative framework for reaching out to faculty for advice in shaping and implementing a more cohesive information literacy curriculum. This work is a longrange project that will continue over the next few years. II. English 1010 and 2010 We taught slightly fewer ENGL 1010 classes and slightly more ENGL 2010 classes, suggesting that these numbers are fairly stable and sustainable for the near future. There were no major changes in instructional approach for either class. In ENGL 1010, the discourse community assignment was modified to focus more concretely on writing in a career. Students, librarians and instructors continued to struggle with the assignment, however. There was still some confusion about whether students needed to research secondary sources for information about writing in their prospective careers or whether they needed to find examples of writing in their careers. In addition, many English instructors did not like Barefoot Heart, the Common Literature Experience book that is traditionally integrated into the standard ENGL 1010 curriculum. Many instructors dropped the book and, in some cases, the researchbased assignment related to the book, in the second semester.

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Page 1: Utah%State%University%Library%Instruction%Program% … · Merrill&Cazier*Library*Instruction*Program*Annual*Report*2010* 2!! InFall2010,57%oftheENGL1010graduateinstructorsadoptedintheentiresequenceof*

Merrill-­‐Cazier  Library  Instruction  Program  Annual  Report  2010   1    

Utah  State  University  Library  Instruction  Program  Annual  Report  for  2009-­‐2010  

 Wendy  Holliday  

Coordinator  of  Library  Instruction  October  6,  2010  

 I.  Introduction    The  2009-­‐2010  academic  year  continued  the  slight  downward  trend  in  the  number  of  library  instruction  sessions  taught  by  USU  librarians.  Librarians  taught  959  sessions  in  FY  2010,  down  from  1,011  in  the  previous  year.  We  taught  around  the  same  number  of  English  1010  and  2010  classes  and  fewer  subject-­‐specific  classes.    We  still  reached  a  large  number  of  students.  Librarians  documented  19,511  contact  hours  with  students.  When  accounting  for  repeat  sessions  for  a  single  class,  we  reached  9,961  students.  This  number  is  down  for  the  first  time  in  the  last  several  years,  suggesting  that  staff  shortages  might  be  influencing  the  level  of  outreach  and  instruction  that  librarians  are  able  to  effectively  manage.      Subject-­‐specific  library  instruction  was  the  focus  of  our  efforts  this  year.  The  Library  reorganized  its  approach  to  subject  librarianship,  with  a  goal  of  more  closely  integrating  instruction,  reference,  and  outreach  activities  with  collection  development.  All  Subject  Librarians  now  meet  monthly  and  the  meeting  agenda  includes  the  entire  range  of  subject  librarian  duties.  The  Coordinator  of  Library  Instruction  now  sits  on  the  new  Subject  Librarian  Advisory  Committee  (SLAC).  The  first  major  instruction  project  for  subject  librarians  was  the  development  of  a  plan  and  related  outreach  and  instructional  strategies  to  integrate  library  instruction  into  each  major  at  USU.  Subject  librarians  identified  classes  that  might  be  good  candidates  for  instruction  in  each  major  and  outlined  a  tentative  framework  for  reaching  out  to  faculty  for  advice  in  shaping  and  implementing  a  more  cohesive  information  literacy  curriculum.  This  work  is  a  long-­‐range  project  that  will  continue  over  the  next  few  years.    II.  English  1010  and  2010    We  taught  slightly  fewer  ENGL  1010  classes  and  slightly  more  ENGL  2010  classes,  suggesting  that  these  numbers  are  fairly  stable  and  sustainable  for  the  near  future.  There  were  no  major  changes  in  instructional  approach  for  either  class.  In  ENGL  1010,  the  discourse  community  assignment  was  modified  to  focus  more  concretely  on  writing  in  a  career.  Students,  librarians  and  instructors  continued  to  struggle  with  the  assignment,  however.  There  was  still  some  confusion  about  whether  students  needed  to  research  secondary  sources  for  information  about  writing  in  their  prospective  careers  or  whether  they  needed  to  find  examples  of  writing  in  their  careers.  In  addition,  many  English  instructors  did  not  like  Barefoot  Heart,  the  Common  Literature  Experience  book  that  is  traditionally  integrated  into  the  standard  ENGL  1010  curriculum.  Many  instructors  dropped  the  book  and,  in  some  cases,  the  research-­‐based  assignment  related  to  the  book,  in  the  second  semester.    

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Merrill-­‐Cazier  Library  Instruction  Program  Annual  Report  2010   2    

In  Fall  2010,  57%  of  the  ENGL  1010  graduate  instructors  adopted  in  the  entire  sequence  of  proposed  library  lessons,  and  all  of  them  participated  in  library  instruction.  In  spring,  there  was  a  decline  in  the  adoption  of  the  complete  library  sequence,  with  only  47%  of  the  instructors  choosing  to  use  all  of  the  standard  lessons.  All  of  the  graduate  instructors  and  all  but  one  of  the  lecturers  scheduled  some  type  of  library  instruction  sessions  in  both  Spring  and  Fall.  This  suggests  that  confusion  over  the  standard  curriculum  and  dissatisfaction  with  the  book  did  not  affect  new  instructors’  views  of  library  instruction  in  a  negative  way.  The  average  number  of  library  sessions  per  section  did  decline  from  4.5  sessions  in  Fall  to  3.1  sessions  in  Spring.  This  was  because  some  instructors  dropped  either  the  Barefoot  Heart  project  or  the  Career  project.    ENGL  2010  instructors  also  demonstrated  a  strong  commitment  to  library  instruction.  Only  one  instructor  declined  to  schedule  any  library  instruction  sessions,  a  consistent  trend  for  the  past  several  years.  The  average  number  of  sessions  per  class  section  was  2.6  for  each  semester,  nearly  identical  to  the  average  of  2.8  in  FY  2009.  The  most  popular  sessions  were  hands-­‐on  research  days,  averaging  1.6  sessions  over  both  semesters.  The  only  significant  change  was  a  decline  in  the  number  of  lessons  on  developing  research  questions  and  an  increase  in  general  introductions  or  overviews  of  library  resources.  The  development  of  good  research  questions  is  a  central  learning  outcome  for  the  ENGL  2010  library  curriculum.  We  need  to  watch  in  the  coming  year  to  see  if  this  trend  continues  and  to  determine  if  we  are  sufficiently  addressing  this  major  learning  goal  in  our  instruction.    Personal  consultations  resulting  from  ENGL  2010  library  instruction  sessions  rose  from  108  in  FY  2009  to  136  in  FY  2010.  This  also  represents  in  increase  from  22%  to  36%  of  all  research  consultations.  A  small  but  significant  number  of  ENGL  2010  students  made  a  personal  connection  with  their  librarians  and  follow  up  with  them  outside  of  formal  instruction  sessions.  ENGL  1010  consultations  were  much  lower  (34  in  FY  2010),  but  we  suspect  consultations  are  consistently  under-­‐reported  by  librarians  or  may  take  place  at  the  Information  Desk.      III.  Other  Course-­‐Related  Instruction    The  number  of  subject-­‐specific  classes  (150)  was  lower  than  it  has  been  for  the  last  several  years.  This  downward  trend  is  of  some  concern  because  better  integration  of  information  literacy  into  each  major  is  one  the  library's  primary  instruction  goals.  We  need  to  further  analyze  this  trend  to  determine  its  causes.      Librarians  provided  subject-­‐specific  library  instruction  classes  in  all  of  the  colleges.  Participation  rates  are  high  in  the  colleges  of  Business,  Natural  Resources,  Education  and  Human  Services,  and  Humanities,  Arts,  and  Social  Sciences.  The  College  of  Engineering  and  the  College  of  Science  utilize  formal  library  instruction  less  frequently,  although  the  departments  of  Biology  and  Chemistry  and  Biochemistry  regularly  schedule  instruction  for  upper  division  courses.    See  Table  1.        

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Merrill-­‐Cazier  Library  Instruction  Program  Annual  Report  2010   3    

College  Number  of  Departments  

Percent  of  departments  participating  in  library  

instruction  College  of  Agriculture   5   80%  Huntsman  School  of  Business   4   100%  College  of  Education  and  Human  Services   7   86%  College  of  Engineering   5   20%  College  of  Humanities,  Arts,  and  Social  Sciences   12   75%  College  of  Natural  Resources   3   100%  College  of  Science*   7   43%  *Including  the  WSU-­‐USU  Nursing  program      Table  1:  Library  Instruction  by  College    Fewer  Connections  sessions  were  offered  this  year,  so  the  library  taught  73  sessions,  compared  to  81  in  FY  2009.  Pam  Martin  continues  to  do  an  excellent  job  in  scheduling  these  sessions  and  coordinating  and  training  library  staff  to  teach  them.  Feedback  from  student  evaluations  continues  to  be  positive.  69.3%  of  students  said  that  they  would  be  very  likely  or  likely  to  ask  a  librarian  for  help  as  a  result  of  the  sessions.    Librarians  also  taught  25  sessions  for  ENGL  1010  concurrent  enrollment  classes  offered  through  local  high  schools.  The  sessions,  which  combine  lessons  on  brainstorming  research  questions,  using  library  databases  to  search  for  information,  proper  citation,  and  a  library  tour,  remain  popular.    IV.  Special  Projects    The  library  reorganized  its  approach  and  structure  for  librarianship,  and  instruction  took  on  a  more  prominent  role  in  the  overall  duties  of  subject  librarians.  Wendy  Holliday,  as  Coordinator  of  Library  Instruction  joined  the  new  Subject  Librarian  Advisory  Committee,  providing  functional  expertise  and  leadership  in  instruction-­‐related  initiatives.  The  goal  of  the  reorganization  is  to  more  closely  align  all  areas  of  subject  librarianship,  including  collection  development,  reference  and  outreach,  and  instruction.      Curriculum  mapping  and  planning  was  the  major  instruction-­‐related  project  for  subject  librarians  for  FY  2010.  The  goal  is  to  reach  students  in  each  major  more  effectively.  In  some  majors,  students  sit  through  multiple  sessions  that  repeat  the  same  material.  In  other  cases  we  do  not  reach  majors  for  any  formal  instruction.  Librarians  reviewed  the  general  catalog  for  major  requirements  and  course  descriptions  in  order  to  identify  classes  that  might  benefit  from  library  instruction.  Librarians  focused  on  classes  that  are  required  and  that  include  a  research  project  or  some  type  of  introduction  to  research  methods  or  "ways  of  knowing"  in  the  discipline.    Librarians  also  identified  capstone  courses  or  other  classes  that  required  a  major  project  at  the  senior  level.  Librarians  then  used  this  list  of  classes  to  develop  a  rough  instruction  framework  that  identified  possible  approaches  to  library  instruction  in  each  class  and  strategies  for  reaching  out  to  faculty  to  implement  the  plan.  Most  librarians  had  completed  a  plan  by  the  end  of  FY  2010,  and  implementation  and  refinements  of  the  plans  will  continue  in  the  coming  year.  

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Merrill-­‐Cazier  Library  Instruction  Program  Annual  Report  2010   4    

V.  LibGuides    The  popularity  of  LibGuides  continues  to  increase  among  our  users.  Librarians  have  created  438  guides  to  date.  These  guides  received  a  total  of  121,374  hits  last  year,  compared  to  79,659  the  year  before.  As  of  July  2010,  there  were  195  active  course-­‐related  guides.  The  average  number  of  hits  per  guide  was  277,  up  slightly  from  2009.      We  calculated  the  number  of  hits  per  student  for  each  course-­‐related  guide,  using  the  enrollment  figures  for  the  class.  Course-­‐related  guides  received  an  average  of  12  hits  per  student,  similar  to  previous  years.    The  most  intensively  used  guides,  based  on  hits  per  student,  are  listed  in  Table  2.  These  guides  are  all  for  upper-­‐division  and  graduate  level  courses  in  specific  majors  or  programs,  suggesting  that  students  find  this  kind  of  personalized  assistance  especially  useful  when  engaged  in  more  intensive  research  at  this  level.    

 Guide   Total  Hits   Hits/Student  HIST  4990:  Political  Culture  (Jones)   419   83.8  

ED  6550   1,272   79.5  

NFS  4020:  Advanced  Nutrition   1,657   41.4  

MIS  4550:  Larsen   1,440   41.1  

MGT  4590  Global  Marketing  Strategies:  Dr.  Stafford   1,618   40.5  

ECON  3010:  Pricing  Strategy   1,082   36.1  

MUSC  4310   319   29.0  

HIST  3130:  Ancient  Greece   1,120   28.7  

EDUC  6570  -­‐  Susan  Friedman   485   28.5  

ENVS  6000  /ENVS  7000   196   28.0  

               Table  2:  Top  LibGuides  based  on  hits  per  student        VI.  Statistics    General  trends  in  the  numbers  and  types  of  library  sessions  have  remained  relatively  stable  over  the  last  few  years.  There  is  a  slight  downward  trend  in  the  number  of  library  sessions,  which  is  probably  driven  by  an  effort  to  manage  librarians'  workloads  during  a  time  of  staffing  shortages  and  because  of  changes  in  curriculum  and  assignments  for  specific  classes.  The  PSY  1730  class,  for  example,  has  further  streamlined  its  curriculum,  and  library  research  is  no  longer  required  for  most  of  the  sections.  See  Table  3.        

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Merrill-­‐Cazier  Library  Instruction  Program  Annual  Report  2010   5    

  English  1010   English  2010   PSY  1730   Connections   Subject   Other  FY  2010   413   277   1   73   150   18  FY  2009   430   269   11   81   167   29  FY  2008   478   354   40   71   197   42  FY  2007   442   380   37   70   174   42  FY  2006   314   248   42   50   160   60  

                 Table  3:  Summary  of  Library  Instruction  Classes    Departments  in  the  College  of  Business  and  the  College  of  Education  and  Human  Services  remained  heavy  users  of  library  instruction.  In  both  cases,  required  classes  for  the  major  included  a  research  component  (MIS  2200  and  ELED  3000).  Specific  departments  within  the  College  of  Humanities,  Arts,  and  Social  Sciences  also  continue  to  bring  multiple  classes  to  the  library  for  instruction.  One  trend  of  note  this  year  was  the  jump  in  the  number  of  library  instruction  sessions  for  the  College  of  Natural  Resources  (CNR).  Quinney  Library  Director  Susanne  Clement  has  done  an  excellent  job  in  reaching  out  to  CNR  faculty.    

Department     College  

Number  of  classes  in  FY  2010  

Number  of  classes  in  FY  2009  

MIS   BUS   19   15  EDUC  and  TEAL   ED   18   16  FCHD   ED   10   7  WILD   NR   10   5  ANTH   HASS   9   6  HIST   HASS   7   9  English  (except  1010  and  2010)   HASS   6   20  ENVS   NR   6   1  MGMT   BUS   6   6  

    Table  4:  Most  frequent  library  instruction  sessions,  by  department    We  decided  to  modify  our  recordkeeping  in  FY2010  in  order  to  drop  some  categories  and  add  others  that  might  be  more  meaningful  for  program  planning  and  collection  development.  We  added  a  category  to  keep  track  of  sessions  taught  for  distance  classes,  most  often  through  interactive  broadcast.  We  taught  ten  of  these  sessions  this  year.  Librarians  and  library  peer  mentors  also  spent  an  estimated  40-­‐80  hours  working  with  students  individually  in  ENGL  1010  and  2010  classes  taught  asynchronously  through  Blackboard.        To  help  inform  collection  development  decisions,  librarians  recorded  whether  they  taught  students  about  print  resources.  Seventy-­‐one  sessions  (or  7%  of  the  total  number  of  sessions)  included  some  instruction  in  print  resources.  It  is  not  clear  how  accurate  this  number  is,  given  that  some  librarians  do  not  fill  out  the  statistics  form  for  each  class  as  completely  as  others.    

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Merrill-­‐Cazier  Library  Instruction  Program  Annual  Report  2010   6    

We  dropped  the  content  category  (databases,  catalog,  free  web,  and  other)  because  librarians  thought  the  category  options  emphasized  tools  rather  than  other  information  literacy  skills,  such  as  developing  research  questions  or  approaching  research  as  an  iterative  process.  The  new  categories  for  content  are  skill  (such  as  keyword  searching),  process  or  concept  (such  as  developing  research  questions),  introduction  to  disciplinary  tools,  and  general  orientation.  Sessions  often  included  more  than  one  type  of  content,  so  an  orientation  to  a  major  might  also  include  instruction  on  how  to  use  disciplinary  tools.  Slightly  more  than  half  of  the  sessions  focused  on  skills  (505),  but  nearly  half  of  the  sessions  (407)  addressed  processes  or  concepts.  See  Table  5.    The  most  common  format  of  instruction  was  hands-­‐on,  followed  closely  by  demonstration  or  lecture.  See  Table  6.  This  has  changed  little  in  recent  years.  The  only  noticeable  change  in  the  ACRL  Information  Literacy  Standards  covered  was  the  decline  in  Standard  Three  (evaluation  of  information).  See  Table  7.  Librarians  seem  to  be  focused  less  explicitly  on  evaluation  skills,  possibly  because  many  current  students  have  been  exposed  to  the  website  evaluation  criteria  since  elementary  school.  In  some  cases,  librarians  are  more  closely  linking  evaluation  with  the  discovery  and  use  of  information,  rather  than  as  a  discrete  process  of  applying  a  checklist  of  criteria  to  individual  sources.    

         Table  5:  Content  of  Instruction            Table  6:  Format  of  Instruction    

ACRL  Standards   FY  2010   FY  2009  One   604   823  Two   661   707  Three   195   477  Four   184   109  Five   26   20  

                       Table  7:  ACRL  Standards  Covered      Each  librarian  in  the  Reference  Services  Department  taught  an  average  of  84  classes,  down  slightly  from  previous  years,  reflecting  the  overall  drop  in  the  number  of  library  sessions.  Librarians  from  other  departments  taught  104  classes,  up  slightly  from  recent  years.  Librarians  spent  387.5  hours  prepping  for  library  instruction  sessions,  averaging  .40  hours  for  each  hour  of  in-­‐class  time.  This  number  is  down  from  last  year's  average  of  0.62  but  this  could  be  a  simple  matter  of  incomplete  reporting  by  librarians.  Librarians  recorded  360  research  consultations,  totaling  192  hours  of  time,  although  this  is  a  conservative  estimate,  as  some  librarians  do  not  regularly  log  research  consultations  in  the  LibStats  database.    The  total  number  of  consultations  was  down  from  480  last  year,  but  the  time  spent  with  students  increased  slightly.  Librarians  were  spending  more  time  with  fewer  students.  Librarians  spent  an  estimated  1,538.5  hours  on  direct  instructional  activities.      

Content   #  of  classes       Format   #  of  classes    Skill   505     Hands-­‐On/Active   692  Process/concept   407     Demonstration/lecture   578  Disciplinary  Tools   234     Tours   45  Orientation   205     Other   261  

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Merrill-­‐Cazier  Library  Instruction  Program  Annual  Report  2010   7    

   VII.  Assessment    There  were  no  major  assessment  projects  this  year.  We  decided  not  to  conduct  a  large  paper  evaluation  or  citation  analysis  because  we  had  found  similar  results  for  the  last  several  years.  We  also  needed  time  to  gear  up  for  a  larger  assessment  project  to  measure  student  learning  over  time  and  across  the  entire  curriculum,  not  just  in  ENGL  1010  and  2010.  In  the  spring  and  summer,  we  began  the  planning  process  for  a  major  assessment  project  using  the  VALUE    (Valid  Assessment  of  Learning  in  Undergraduate  Education)  information  literacy  rubric,  developed  as  part  of  the  Association  of  American  College’s  and  Universities’  project,  Liberal  Education  and  America’s  Promise  (LEAP).  Wendy  Holliday  worked  with  the  Office  of  Analysis,  Assessment,  and  Accreditation  to  design  a  project  using  these  rubrics  to  assess  student  learning  at  various  stages  of  the  undergraduate  curriculum.    Librarians  continued  to  conduct  formative  assessments  in  the  classroom  through  quick  surveys,  for  example,  to  see  what  students  valued  from  a  particular  session  and  what  remained  muddy  or  confusing  to  them.  Librarians  also  talked  with  faculty  members  to  assess  how  students'  were  meeting  instructors'  expectations  for  information  literacy.  All  of  these  informal  assessments  are  part  of  librarians'  general  practice  and  results  are  cycled  back  into  the  classroom  as  librarians  make  changes  to  their  approach  based  on  feedback  from  students  and  faculty.      VIII.  Goals    The  Instruction  Program  will  work  on  three  major  goals  in  the  coming  year:  1)  rigorously  assess  students’  information  literacy  learning  across  the  curriculum;  2)  refine  our  approach  to  instruction  in  ENGL  1010  and  2010  to  promote  deeper  engagement  with  information  and  learning,  rather  than  only  finding  sources;  and  3)  begin  refining  and  implementing  the  information  literacy  plans  developed  by  subject  librarians  for  each  major.    We  will  do  the  following  to  achieve  these  goals:    

• Complete  first  pilot  phase  of  VALUE  rubric  assessment  project.  This  will  include  getting  a  large  sample  of  ENGL  1010  papers  in  Fall  2010  and  a  sample  of  ENGL  2010  papers  in  Spring  2011.  Subject  librarians  will  identify  potential  samples  of  capstone  work  in  the  majors.  Data  analysis  will  take  place  in  spring  and  summer  of  2011.  

• Improve  librarians’  documentation  of  their  instruction  work.  Some  librarians  consistently  under-­‐report  their  research  consultations,  preparation  time,  and  classes  that  occur  outside  of  the  library.  We  need  to  do  a  better  job  of  documenting  the  time-­‐intensive  practice  of  one-­‐on-­‐one  teaching.  We  also  need  to  find  ways  to  link  this  data  to  student  learning  outcomes.  

• Work  with  the  Writing  Program  to    assess  the  new  ENGL  1010  curriculum  and  consider  new  approaches  to  instruction  in  ENGL  2010.  

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Merrill-­‐Cazier  Library  Instruction  Program  Annual  Report  2010   8    

• Reach  out  to  faculty  in  each  major  to  get  feedback  on  our  information  literacy  instruction  plans,  develop  or  refine  information  literacy  learning  goals  for  each  major,  and  design  and  implement  instructional  strategies  to  meet  these  learning  goals.  This  is  a  long-­‐term  process  that  will  take  longer  in  some  majors  than  others,  depending  on  a  department’s  existing  relationship  with  the  library  and  challenges  particular  to  each  discipline.