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Developing Information GatheringSkills in Geology Students ThroughFaculty-Librarian CollaborationBarbara F. Schloman a & Rodney M. Feldmann ba Head, Reference & Information Services, AssociateProfessor, Libraries & Media Services, Kent State University,Kent, OH 44242b Professor of Geology, Kent State University, Kent, OH,44242Published online: 18 Oct 2008.

To cite this article: Barbara F. Schloman & Rodney M. Feldmann (1994) DevelopingInformation Gathering Skills in Geology Students Through Faculty-Librarian Collaboration,Science & Technology Libraries, 14:2, 35-47, DOI: 10.1300/J122v14n02_04

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Developing Infoinnation Gathering Skills in Geology Stwdents Through Faculty-

Librarian Collaboration Barbara F. Schloman Rodney M. Feldmann

SUMMARY. A bib1iog;raphic instruction program was developed collaboratively by the authors to prepare geology undergraduate and graduate students with the necessary information gathering skills for their professional careens. The emphasis at the undergraduate level is on process. The instructional program underscores the various in- formation seeking and processing steps required throughout a re- search project. As part.d their research assignment, the students re- ceive an introduction to the necessary information skills to move from secondary to primary literature sources. At the graduate level, the emphasis is on the use of specialized information sources, espe- cially electronic resources. The discussion includes how these can be used in graduate work and be incorporated into the regular informa- tion-seeking behavior of the practicing professional geologist.

The information resources that support research in the geosci- ences are extensive, varied., and changing with the impact of elec-

- - - - -

Barbara F. Schloman is Head, Reference & Information Services, and Associate Rofessor, Libraries Br Media Services, and Rodney M. Feldmann is Professor of Geology, both are at Kent State University, Kent, OH 44242

IHawonh cc-indexing enlry nate]: "1)evcloping Information (3alkring Skills in Geology Shldcnts Through Pacully-Librarinn Collaboration." Schlwan, Barbara P.. and Rodney M. Pcldmann. Co-pub tished simullancously in Science & Tecltwlogy Libraries (The Hawonh &ss. Im.) Vol. 14. ~ b . 2, 1993, pp. 3547; and: Inrtmccion for Injormocion Access in Sci-Tech Libraries (cd: Cynthia Slcinkc) nK HawaUIResr. Inc.. 1993. DO. 3547. Mulliolc co~ics of lhis Miclelchan~er mav be ourchascd h.w

@ 1993 by The Haworth Press, Inc. All rights reserved. 35

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36 Inslrucfion for Informalion Access in Sci-Tech Libraries

tronic technology. Gould and Pearce review this imposing structure of the geoscience literature and the problems of access.' Access and use problems are also brought out in Bichteler's discussion of geol- ogy's "gray literature. "2

Bichteler and Ward report a survey of the information-seeking behavior of practicing geoscientists.3 They report that on average a geoscientist spends four hours per week in information-seeking activity. Their fmdings identify these specific frustrations: the time required for seeking information, delays in physical access to mate- rial, difficulty in retrieving by geological concept, problems in keeping current, and dealing with reprint collections. Bichteler and Ward conclude that most ~rofessional tzeoscientists retrieve in- formation from the litera& in anecdot2 or highly unsystematic fashions and, at the time of the survey, made limited use of electron- ic resources.

Clearly, the importance of information-seeking activity through- out a geoscientist's career warrants attention being paid to develop- ment of skills in this area. Educational programs in the geosciences need to address information skill development to prepare students to deal effectively with these information needs in their professional careers. The literature on library instruction in geology for under- graduate and graduate levels is limited and not particularly re- cent.4*5.6.7 Numerous articles have dealt with developing writing skills in geology curricula. Although many of the reported writing activities involve library research assignments, relatively few ad- dress information skill development as another critical skill area for the practicing g e o l 0 ~ i s t . ~ 9 * ~ ~

This paper outlines one such attempt to build an information skill component into undergraduate and graduate geology curricula. The programs have been developed collaboratively by the authors, a librarian and a geology faculty member respectively, at Kent State University. The programs reach about thirty undergraduate majors each year through a required course and ten incoming graduate students through a research seminar. The Geology Department has a faculty of 15 and 77 undergraduate majors, 15 master's students, and 14 doctoral students. The Libraries have 1.7 million volumes and are members of the Association of Research Libraries. D

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UNDERGRADUATE LIBRARY INSTRUCTION

Rationale

Upperclass majors in geology, and perhaps in most scientific disciplines, have had little e:xperience using the primary literature in their discipline and lack an understanding of the overall structure of , the literature itself. Nor, have they had, for the most part, any introduction to the process of finding information or utilizing sys- tematic search techniques. In order to address these deficiencies, a library research project with specific objectives for information skill development was introduced in a required course in inveae- brate paleontology.

The Assignment

Recognizing that this represents the first major research project for most of the students, the exercise is focused on the process of identifying, rehieving, and interpreting scientific literature as much as on content. The project extends over the entire semester and is an exercise in formal scientific writing. The writing component of the exercise, based upon a research-process model, has been reported earlier." The following i;s a discussion of the information skill component of the assignment and how it reinforces information seeking as a process.

The assignment was jointly developed by the faculty member and librarian to bring the geological content and information re- source aspects t o g e t . effectively. The execution over the term is shared. As part of course preparation, the librarian helped develop the initial workbook exercise and prepared a library guide on find- ing literature in paleontology. During the term, in addition to pro- viding the one instructional session in the library, the librarian keeps reference librarian staff aplprised of the assignment and questions to expect at the reference desk and is available to consult with students on an individual basis. The faculty member and librarian are in communication as needed as the semester progresses.

The project is subdivided into 13 assignments, one of which is due each week during the semester. This approach was taken in

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38 Instruction for Information Access in Sci-Tech Libraries

order to provide frequent and immediate feedback on the research procedures employed, as well as on the form and format of the writing. Additionally, 'all assignments are done using word proces- sing, further facilitating the revision of work during the term.

The exercises are arranged in a sequence requiring that the stu- dents defme a topic, conduct research on the topic using secondary literature, use a variety of print format and electronic retrieval tools to access the primary Literature, evaluate literature to further r e f i e the topic, and interpret the published works for use in the paper. These steps are accompliihed prior to the formal writing procedure which is subdivided into several discrete exercises in which the main body of the paper, conclusions, introduction, and abstract are written, in that order. Finally, the papers are reviewed by their peers, revised, and resubmitted for a fmal grade. Figure 1 shows the in- formation skill activities that are built into the assignment.

Because the emphasis of the term project is on the process of acquiring and interpreting the literature, the grades for each of the steps in the process are equal. The final, cumulative grade for the project amounts to one-thud of the total grade in the course. Be- cause progress on the project is evaluated weekly, the student has an opportunity to correct errors and practice information gathering skills throughout the semester.

From Secondary to Primary Literature

The structure of the term paper assignments during the term moves the students from secondary to primary literature sources and through progressively more sophisticated search techniques. Students are given a library guide at the onset of the project that lists key information resources for paleontology. It is designed to guide students to the primary literature, beginning with tertiary and sec- ondary sources. Figure 2 shows that progression. Students also receive a library workbook exercise that gives them a hands-on introduction to these sources.

The instructor stresses that secondary sources are extremely im- portant in gathering a broad overview of subject material and in providing some limited access to the primary literature. Students are also cautioned that, because this information has been extracted from other sources, secondary literature may be inadequately docu- D

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Barbara F. Schloman and Rodney M. Feldmann

FIGURE 1

Information Skill Activities Through 13-Week Term-Paper Assignment

1. Selectina a t o ~ i g Students clearly state research topic: organisms are selected for study and pixrticular topic or approach relating to them is defined.

2. a r e f e r e e Using a library guide on "Finding Information in Paleontology," students consult appropriate secondary sources in paleontology (e.g., treatisrs, textbooks) to identify names and artides of -- . - prominent researchers wo~hing In seleckd area Addiliondly, student gets hands-on experience using the library online catalog through wotid~ook exerase.

3. Students retrieve and examine the core primary journal articles from step #2 and use their list of references to identify additional relevant citations. Students use major indexes1 abstracts to complete workbook exercise.

4. -A list of pertinentkeywords isdeveloped that relates to the tonic based on the information reviewed to date. Usina these keywords, students are able to use print indexeslabstracts-to find additional references. Librarian presents session on effective searching techniques for the online catalog and GeoRef /CD-ROM.

5. Gatherina data on the Students obtain additional relevant journal articles and read them to evaluate their usefulness for research to~ic. They synthesize useful information and provide complete dtations.

6. of s u m - Students prepare a detailed subject outline of the paper with references that serve to document each topic. They identify weak areas irt the outline that need additional references and consult with librarian, 5 netxssary.

7-13. -- . . . . Students write paper in

formal journal format, referencing sources and using appropriate style. They condud a peer review of term papers, after which the manuscript is revised and find copy prepared.

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40 Inslruction for Information Access in Sci-Tech Libraries

FIGURE 2

Gaining Access to the Paleontology Literature -- - -- --

Tertiary Literature

Includes: guides to the literature.

Example:

~n the Geolo- Ward, Dederick C. and others. 2nd ed. Metuchen, NJ: Scarecrow, 1981.

Secondary Literature

Includes: dictionaries, encyclopedias, treatises, indexedabstracts.

Examples:

Bates, Robert L. and Julie A. Jackson (Eds.) 3rd ed. Alexandria, VA: American Geological Institute, 1987.

Fncvclo~edia of Paleontoloqy. Fairbridge. Rhodes W. and David Jablonski. Stroudsburg, PA: Dowden, Hutchinson & Ross, 1979.

Moore. Raymond C. (Ed.) 33 vols. New York: Geological Society of America, 1953-1981. . .

-ex of Geoloav, Alexandria, VA: American Geological Institute. v.33- 1969-

Primary Literature

Includes: journal articles.

Examples:

Journal of Paleontoloav. Tulsa, OK: Society of Economic Paleontologists and Mineralogists. v.1- 1927-

Lathaia. Oslo: International Palaeontological Association. v.1- 1968-

Palaeontoloav. London: Palaeontological Association. v.1- 1957-

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Barbara E Schloman and Rodney M . Feldmann 41

mented, incomplete, misleading, or even erroneous. Most under- graduate students are not particularly aware of these hazards.

Thus, this move toward tlhe primary literature gives students, not only a much larger information resource to draw upon, but under- scores the importance of relying on the primary literature to obtain more accurate information. The access to primary literature is introduced through three avenues: consulting secondary sources to develop a list of prominent iresearchers and key articles, identifying other relevant articles through the bibliographies of key articles, and searching the print and electronic indexes using a keyword list developed after refining the paper's focus.

Students fmt use an encyclopedic source, such as the Treatise on Invertebrate Paleontology, ito begin to focus the paper and obtain the names of significant researchers and published articles. Next, they retrieve these core papers and use the bibliographies in them to be led to other relevant journal articles. Science Citation Index is also recommended as a means of moving forward through the liter- ature once key articles and key authors on the subject have been identifled from the indexes.

As students obtain and tegin to evaluate articles, they are di- rected to further re f ie their topic and begin to develop a list of pertinent keywords that can be used with both the print and elec- tronic bibliographic indexes. It is emphasized that the usefulness of the keyword list will depend upon how well the topic has been focused and that the terminology used in indexes has changed over time and can vary from index to index.

Following the development of a useful keyword list, students are asked to round out the information-gathering for their paper by searching for articles through the relevant indexes for paleontolo- gy. Emphasis is placed on using the print version of the Bibliogra- phy and Index of Geology and the two indexes that were its prede- cessors-the Bibliography of North American Geology and the Bibliography and Index of (Geology Exclusive of North America. Initially students are directed to use the print versions, anticipating that, as professionals, they may not have ready access to electronic sources.

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42 Instruction for Information Access in Sci-Tech Libraries

Searching Electronic Resources

Following the use of print indexes, a class period is devoted to meeting in the library with a librarian. The intent is to underscore basic tenets for successfully using electronic resources. Specifical- ly, the librarian reviews the nature of biblioaaphic databases. the omp position of a bibliographic record, and ieakhable fie1ds:~he difference between controlled and free-text searching is explained, as well as the value and shortcomings of each. The steps in develop- ing a search strategy are covered, along with the use of Boolean operators.

This discussion of using electronic bibliographic resources is then highlighted with a demonstration of searching on the library's online catalog. Although the students have been regular users of this resource, they are introduced to more sophisticakd search ca- pabilities. Particular attention is paid to demonstrating the differ- ence between controlled and free-text searching. A very practical review is given also of how to read a record to determine physical location of the material in the library. Students are apprised of interlibrary loan as a service available to them to obtain materials they have identified in other sources, but which are not represented in the online catalog.

The second electronic resource covered in this library session is GeoRef on CD-ROM, the "ultimate" tool in accessing the primary literatwe in geology. After a brief introduction to features, the stu- dents are led through a hands-on tutorial by the librarian in the library's networked microcomputer laboratory. Specific attention is directed to the use of the online thesaurus for determining the most relevant subject terms for searching and for expanding or narrowing retrieval. Also, the capability to download results is highlighted since students are using word processing for this project and are still at the point of revising their reference list.

The Results

Through this assignment, students are introduced to a systematic search process that leads them into the use of the journal literature in paleontology. As they work on revising their topic and obtaining information for their paper, they are forced to evaluate the anicles D

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Barbara F. Schkvnan and Rodney M . Feldmann 43

they have obtained. They learn that titles can be incomplete or misleading. They are forced to cope, perhaps for the first time, with the dilemma of having to evaluate contradictory reports in the liter- ature and judge their relative merits.

Both the geology faculty member and librarian find the results of this project to be superior, in all regards, to the typical approach of making term paper assigmments with no attention to developing necessary information skill!r. The students gain confidence and self assurance when they recognize that they are mastering the tech- niques useful in library research.

A formal evaluation of students in this course over a two-year period showed that over 90% found this approach to writing a term paper was useful and that they would use it again for future proj- ects. Those students who proceed from the undergraduate program into graduate work frequently comment that the process and skills for finding information presented in this course greatly aided them in preparation for thesis research.

GRADUATE LJBRARY ORIENTATION

Rationale

At the graduate level, it is assumed that students have a working knowledge of the basic infc~rmation sources in geology. They need to gain an appreciation of the differing kinds of information needs a practicing geologist has and how those needs can be satisfied in a timely and efficient manner, In particular, graduate students need to be introduced to developments in information technology that can influence their urofessional lives regardless of the workolace set- ting. Attention tb information-seekhi at this level needs t i address: physical access to material, electronic tools for retrospective Litera- ture searches, current awar'eness strategies, personal file manage- ment, and network resources.

The librarian uses one two-hour session from the required re- search orientation course tc~ discuss these areas. The intent of the presentation is two-fold: first, to orient students new to the institu- tion to the resources and services of this library; and, second, to D

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44 Instruction for Informarion Access in Sci-Tech Libraries

introduce sophisticated information tools applicable to geology and discuss the types of needs they address. An outline of the resources to be covered is developed jointly by the faculty member and librarian.

Additionally, the graduate students are invited to attend any of the series of 60-minute seminars offered by the library staff to faculty on advances in electronic information-seeking. Recent semi- nars have included such topics as: search techniques for the online public catalog, scholarly resources on the Internet, Internet naviga- tion tools (i.e., Gopher, Wide Area Information Servers, World Wide Web, and Archie), using e-mail on the campus computer system for placing library-related requests.

Accessing Local and Remote Collections

Because some of the greatest frustrations in being an information consumer are in actually acquiring a known item, available paths of access are reviewed with the students. This includes using the li- brary's online catalog to verify if the library owns a given document and, if so, how to determine its location. Also, students are told what recourse they have for items which the library owns, but are not available (e.g., in circulation, missing, at bindery).

The various means to access material not owned by the library are outlined. This extends from reciprocal borrowing agreements with regional academic libraries and traditional interlibrary loan service to the possibility of obtaining a document for a fee through a commercial supplier.

Retrospective Searching

Geology has a rich literature that is valuable only to the extent that relevant sources can be identified. The conversion of key bib- liographic indexes to an electronic form provides searching capabil- ities never before possible and allows for remote access. Students receive an overview of the available online databases that are of potential use to a geologist (e.g., BIOSIS, CA Search, Compendex, Geoarchive, Geobase, GeoRef, INSPEC) and the requirements for access (i.e., connectivity, costs). D

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Barbara F. Schloman and Rodney M . Feldmann 45

The development of end-user systems is mentioned with the example of GeoRef on CD-ROM or through Firstsearch. T i e is spenton how to devise a search strategy a d t h e value of consulting the Thesaurus. As with the undergraduates, hands-on experience using GeoRef on CD-ROM is inciuded. In addition to use of the online thesaurus, instruction is given on limiting search sets, saving search histories, and downLoading.

Current Awareness

To prepare for their professional careers, the graduate students are introduced to means that will allow them to stay abreast of current literature. They need to know that, in addition to their per- sonal contacts with colleagues, attendance at meetings, and perusal of current journals, there arc: information products that can help.

Specifically, the strategy of establishing a profile of research interests that can be run peliodically against an electronic database is described. Students are told this service is available for a fee through a commercial vendor (e.g., the SDI service offered by DIALOG) or by subscribing to an information product such as Current Contents on DiskettelPhysical, Chemical & Earth Sciences. Hands-on experience using the latter is offered during the term in the library's 60-minute seminar series.

Personal Bibliographic Mmagement

One of the major problems we all face is keeping track of in- formation we have acquired. Students are introduced to biblio- graphic management software as one way that computer technology can help. A demonstration is given using Reference Manager as an example.12 Students are shown how it is possible to build a custom- ized database from downloaded results from a GeoRef search, re- trieve items from the databse based on given parameters, use the database as an index to a reprint file, and produce bibliographies that conform to a designated journal style. Again, students are in- vited to learn more about this capability and have a hands-on introduction at one of the seminars open to all faculty and graduate students. D

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46 Instruction for Information Access in Sci-Tech Libraries

Network Resources

A brief description is given of Bimet and the Internet and of the kind of resources that are increasingly becoming available. The development of the National Research and Education Network (NREN) to be built upon the Internet portends that these resources will become more numerous and accessible to a greater segment of society. Mention is made of electronic journals, electronic confer- ences (e.g., QUAKE-L) and guides to datasets (e.g., the Global Land Information System-GLIS-from the U.S. Geological Sur- vey).13 The students are also informed about network access to the online catalogs of numerous academic libraries, as well as the abil- ity to search databases such as those available through FirstSearch. Again, further introduction to these resources is given through the seminar series, and appropriate seminars are highlighted for the students.

Results

Feedback from the graduate students indicates that the session is well-received. It serves mainly to alert them to possibilities for dealing with their information needs. Those who are interested have the opportunity to obtain more information and actual experience with specific electronic resources by attending the library's faculty seminar series. Undoubtedly, continued use by graduate students is more likely when faculty serve as role models and encourage in- formation seeking behavior that utilizes these resources.

CONCLUSZON

The program outlined here for addressing information skill de- velopment in undergraduate and graduate students in geology is judged to be successful, but at best only a start. The key has been the collaborative effort between the faculty and librarian. In order to develop strong information skills, it is realized that students need more experience and reinforcement throughout their degree pro- grams. Librarians need to work more with faculty to build instruc- D

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Barbara F. Schhman and Rodney M. Feldmann 47

tional modules for information skill development into their courses. Additionally, librarians need to assist faculty in incorporating new modes of information seeking into their own work as appropriate. The changing landscape of information technology requires a con- tinual updating of what is possible for students and faculty alike. This grounding is critical for professional success.

REFERENCES

1. Gould, Constance, C.; Peiuce. Karla. Information Needs in the Sciences: An Assessment. Mountain View, CA: The Research Libraries Group, Inc.; 1991; pgs. 35-46.

2. Bichteler, Julie. Geologists and Gray Literature: Access, Use, and Rob- lems. Science & Technology Libraries. ll(3): 39-50; 1991.

3. Bichteler, Julie; Ward, Dederick. Information-seeking Behavior of Geosci- entists. Special Libraries. 80(3): 169-178; 1989 Sum.

4. Bichteler, Julie. Library hitruction for Geology Students. Journal of Geo- logical Education. 33(5): 281-283; 1985 Nov.

5. Burek, Cynthia V. Devebping an Interdisciplinary Graduate Cuniculum for Geological Information. Journal of Geological Education. 28(3): 161-164; 1980 May.

6. Parker, Diane C. Teaching :Library and Literatwe Search Strategy to Geol- ogy Students. Geoscience Information Society Proceedings. 6: 87-98; 1976.

7. Rickwood, Peter C. 1ntrodu.cing University Students to the Geological Lit- erature. Journal of Geological Education 23(3): 103-106; 1975 May.

8. Allen, J. C. Integrating Undergraduate Research with a Writing Program. Journal of Geological Education. 39 (3): 224-226; 1991 May.

9. Bladh, Katherine L. Teaching Undergraduate Igneous and Metamorphic Petrology in a Liberal-Arts Environment. Journal of Geological Education. 33(2): 100-105; 1985 Mar.

10. Feldmann, Rodney M.; Schloman, Barbara F. Reparation of Term Papers Based Upon a Research-Rocess Model. Journal of Geological Education. 38(5): 393-398; 1990 Nov.

11. bid. 12. Reference Manager is the bibliographic management software product of

Research Information Systems, hlc., Carlsbad, CA. Similar products include: EndNore (Niles & Associates, Inr:.. Berkeley. CA): Pro-Cite (Personal Biblio- graphic Software, Ann Arbor, MI). A useful publication that compares products is Bibliography Formatting Software by Sue Stigleman (Institute for Academic Technology. The University of North Carolina at Chapel Hill: 1991).

13. QUAKE-L is an electronic conference with the Internet address of quake-l@vml.nodakedu. Questions can be d i i t e d to Marty Hoag, who serves as moderator (nu021 172@vml.nodlak.edu). The Global Land Information System can be accessed via telnet to glis.c~.usgs.gov (or to 152.61.192.54). D

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