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TEACHING INFORMATION LITERACY WITH DISCOVERY TOOLSNancy Fawley, University of Nevada Las VegasNikki Krysak, Norwich University
Introduction
About our presentationhttp://upload.wikimedia.org/wikipedia/commons/c/c0/SS_Aquitania.jpg
Webinar outcomes• Understand the unique qualities of discovery tools in order to better instruct students in the classroom
• Learn how to maximize discovery tool features in order to teach students to fully evaluate search results
• Understand how discovery tools integrate with subject-specific databases in order to meet upper-level course needs
• Acquire new ideas for teaching in order to fully capitalize on the benefits of teaching with a discovery tool
Poll #1: Understanding our audience
Does your institution have a discovery tool?
a. Yes, we have oneb. Not yet, but we will be implementing onec. No, and we have no plans to implement one
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Poll #2: Understanding Our Audience
If you have a discovery tool, when did your institution implement a discovery tool? a. Less than 1 year agob. 1 to 2 years agoc. 2 to 3 years ago d. More than 3 years ago
Understanding our students
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Recent research findings
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Recent research findings (cont.)
• Project Information Literacy Report (2013):• Students struggle with keyword selection & forming search queries,
filtering & sorting search results, identifying & selecting potential sources
Recent research findings (cont.)
• ERIAL Study (2012)• Students lack methodological understanding of effective searches,
expend the minimum effort needed, rarely look past the first page of results
Recent research findings (cont.)
• Asher, Duke & Wilson (2013)• Students rely on default relevancy ranking for best sources
Recent research findings (cont.)
• Maid & D’Angelo (2013)• Students need to be aware of the danger in forming snap
judgments when gathering information in unfamiliar subject areas
Poll #3: Understanding your institutions
If you have a discovery tool, is it the only way to search your OPAC?
a. Yesb. No
Poll #4: Understanding your institutions
If you use a discovery tool, is it positioned as a main default search box on the library homepage?
a. Yesb. No
Discussion
Benefits of teaching with discovery tools
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Benefits of teaching with discovery tools
• One-stop shop model (also a drawback)• Unified search platform (also a drawback)
• Intuitive, Google-like interface• Accommodates broad keyword searches
Benefits of teaching with discovery tools (cont.)
• Facets and limiters (also a drawback)
Benefits of teaching with discovery tools (cont.)
• Interdisciplinary-friendly• Encourages critical thinking
Benefits of teaching with discovery tools (cont.)
Challenges of teaching with discovery tools
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Challenges of teaching with discovery tools
• Overwhelming number of retrievals• Relevancy rankings • Lack of controlled vocabulary
• One-stop shop model (also a benefit)• Unified search platform (also a benefit)
Challenges of teaching with discovery tools (cont.)
• Spotty interdisciplinary coverage• Inconsistent use across high-impact classes
Challenges of teaching with discovery tools (cont.)
Getting others on board
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Getting others on board
• Write the discovery tool into learning outcomes, when applicable to course content
• Communicate tool changes & updates to instruction team
Discussion
Teaching: Best practices
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• Higher order skills: • Search strategies• Evaluating sources
Teaching: Best practices
• Consider the context• Go beyond your comfort zone
Teaching: Best practices (cont.)
• Develop supplemental subject guides• Highlight link resolvers• Emphasize ILL
Teaching accessories
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Lesson ideas
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Lesson ideas
• Integrate primary resource materials
• Databases have structure
Lesson ideas (cont.)
• Experiment with flipped learning
Lesson ideas (cont.)
Lesson ideas (cont.)
• Unmediated searching
Discussion
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Selected Bibliography Asher, A.D. & Duke, L.M. (2012). Searching for answers: Student research behavior at Illinois Wesleyan University. In L.M. Duke & A.D. Asher (Eds.), College libraries and student culture: What we now know (pp. 71-85). Chicago: ALA Editions.
Asher, A.D., Duke, L.M., & Wilson, S. Paths of discovery: Comparing the search effectiveness of EBSCO Discovery Service, Summon, Google Scholar, and conventional library resources. College & Research Libraries 74(5), 464-488.
Cowan, S.M. (2014). Information literacy: The battle we won that we lost? portal: Libraries and the Academy 14(1), 22-32.
The Flipped Learning Network. (2014). The four pillars of F-L-I-P™. Retrieved from http://fln.schoolwires.net/cms/lib07/ VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf
Godbey, S., Wainscott, S. & Goodman, X. What is a database? An understanding of the underlying structures and common features of databases. In Teaching Information Literacy Threshold Concepts: Lesson Plans for Librarians. American Library Association. (Accepted book chapter).
Head, A.J. (2013, December 5). Learning the ropes: How freshmen conduct research once they enter college. Project Information Literacy Research Report: The Passage Studies. Retrieved from http://projectinfolit.org/pdfs/PIL_2013_FreshmenStudy_ FullReport.pdf
Hofer, A. R. & Townsend, L. & Brunetti, K. (2012). Troublesome concepts and information literacy: Investigating threshold concepts for IL instruction. portal: Libraries and the Academy 12(4), 387-405.
Maid, B.M. & D’Angelo, B.J. (2013). Teaching researching in the digital age: An information literacy perspective on the new digital scholar. In R. McClure & J.P. Purdy (Eds.) The new digital scholar: Exploring and enriching the research and writing practices of nextgen students. (pp. 295-312). Medford, New Jersey: American Society for Information Science and Technology.
Mutra, Sugata. (2011). Hole-in-the wall: Lighting the spark of learning. Hole-in-the-Wall Education, LTD. Retrieved from http://www.hole-in-the-wall.com/MIE.html