Play to win! Using games in library instruction to enhance student learning

Research has shown that educational games can have positive impacts on student learning and motivation. The success of a game played in a library instruction class depends on the type of game selected, the development of learning outcomes, and the flexibility of the librarian during class. This article explains the benefits to students and librarians of using games, discusses the development and use of a Jeopardy-style game, and provides practical tips for librarians interested in developing and incorporating games into one-time library instruction sessions.     

Graduate student learning and the development of programmatic instruction: A mixed methods needs assessment

Librarians must develop a thorough understanding of the research needs of the communities they serve if they are to provide effective and transformative research and instructional services. A needs assessment is a methodology librarians can use to identify the needs of their community and develop programs of support that most effectively meet those needs. This mixed methods needs assessment study explores graduate student and faculty viewpoints to inform the development of programmatic instruction, research support services, and outreach practices. The multi-directional approach is critical for the identification of graduate student research skills needed for success within their academic programs and professional paths.     

Use of a pre-assessment tool to start a meaningful dialogue: new paradigms in library instruction

In 2009, the Woodruff Health Sciences Center Library started a library instruction dialogue with the medical students and faculty from the Emory School of Medicine. These discussions exposed a gap among faculty, students, and librarians in their perceptions of information processing. Follow-ups with the Associate Deans for Student Affairs and Medical Education led to the decision to administer an online assessment of the incoming student body and a complete redesign of the library orientation program. The aim of using self-assessment methodology in the framework of an orientation program was to set the students' foundation for self-discovery and introduce them to self-learning.     

Following the arc of learning: Using syllabi to target instruction in a professional graduate program

This study examines a corpus of syllabi to target program-specific information literacy needs. Examining a graduate program in Urban Planning, the study first identifies specific information literacy needs for the program, focusing on student data use, student tasks including locating, identifying and analyzing existing data sets. Based on these needs, the study then analyzes all courses in the curriculum, identifying places in the curriculum that strongly feature student data use and identifying patterns among those courses. What emerges is the ‘Arc of Learning’, a sloped trajectory that takes students from dependent beginners to independent pre-professionals. By following this arc, librarians can better make the case for library instruction in the curriculum. This study additionally provides a framework for such a study.     

Effective instruction needed to improve students' use of government documents

Findings from an analysis of printer data in the Walter Stiern Library at California State University, Bakersfield (CSUB), revealed that government documents accounted for about 5% of the total materials printed. A comparison of these findings with circulation statistics for government documents showed that students are more likely to print web-based government documents than to check out their paper counterparts. However, neither paper nor electronic government documents were accessed at levels indicating extensive use. This study indicates that students are neglecting important materials in their research and that instructors need to further incorporate the use of government documents into their course requirements. Collaborative instruction between librarians and teaching faculty can promote access to the rapidly developing digital collections of government documents.     

A new method of using student self-assessment: Bridging gaps between teaching content and student learning

ABSTRACT

This longitudinal pilot study developed and tested an instrument to assess students’ perceptions of the extent to which they accomplished the learning objectives that were listed in a number of communication course syllabi. In addition to students’ perceptions that they had improved from the start to the end of the semester in achieving course objectives, the findings revealed that students’ assessment was related positively to their ratings of professors’ teaching effectiveness. The instrument provides valuable information about students’ accomplishment of teachers’ course learning objectives.     

A validated search assessment tool: assessing practice-based learning and improvement in a residency program

Objective:

The objective of this study was to validate an assessment instrument for MEDLINE search strategies at an academic medical center.

Method:

Two approaches were used to investigate if the search assessment tool could capture performance differences in search strategy construction. First, data from an evaluation of MEDLINE searches from a pediatric resident''s longitudinal assessment were investigated. Second, a cross-section of search strategies from residents in one incoming class was compared with strategies of residents graduating a year later. MEDLINE search strategies formulated by faculty who had been identified as having search expertise were used as a gold standard comparison. Participants were presented with a clinical scenario and asked to identify the search question and conduct a MEDLINE search. Two librarians rated the blinded search strategies.

Results:

Search strategy scores were significantly higher for residents who received training than the comparison group with no training. There was no significant difference in search strategy scores between senior residents who received training and faculty experts.

Conclusion:

The results provide evidence for the validity of the instrument to evaluate MEDLINE search strategies. This assessment tool can measure improvements in information-seeking skills and provide data to fulfill Accreditation Council for Graduate Medical Education competencies.

Highlights

• The University of Michigan MEDLINE Search Assessment tool can be used to assess search skills in residency education.
• Five elements were identified as critical elements in the development of an effective MEDLINE search strategy: inclusion of all search concepts, appropriate use of Medical Subject Headings, appropriate use of search limits, successful combination of all concepts, and search efficiency.

Implications

• This validated assessment tool can serve as an effective means to measure improvements in residents'' information-seeking skills and provide data to fulfill Accreditation Council for Graduate Medical Education competencies.

     

Microcomputer management of instruction: The advanced learning system

The Advanced Learning System, developed at Western Illinois University is a micro-computer managed, self-paced, multi-media, and student centered system of instruction which is currently being used to teach two beginning courses in economics. Students progress through the course by accomplishing the objectives established for each unit of instruction. Learning is individualized in that each student chooses the materials which help him to learn best. Traditional textbooks are used along with videotape presentations, audiotape/workbook combinations, discussion groups, and written exercises. Students determine when they are ready to display their understanding of the objectives by testing on the micro-processor controlled CRTs. Each student receives a randomly selected test. Upon completing the test, the student immediately receives feedback on whether or not he passed, which questions he missed, why they were wrong, and in which areas he needs restudy.The system has been in operation for four years and evaluation of results reveals that students perform as well or better than students in traditional classroom settings. Of particular interest is the fact that slower students seem to gain even more from te system than do the brighter ones. The authors indicate that the Advanced Learning System can be used in many disciplines almost without modification.     

Success of reiterative instruction: Looking at faculty-librarian collaboration to improve information literacy in political science education

The purpose of this case study was to ascertain if college students’ information literacy improves through a faculty-librarian collaboration involving a session of library instruction as part of a regular political science course. The authors conducted two surveys to determine if in-person library instruction increases students’ research abilities. The authors surveyed political science faculty to discover their attitudes toward library research instruction. They also surveyed political science students to gauge their opinions on the value of library instruction and to see if there is a connection between their research proficiencies and instruction by a librarian. Through this case study, the authors found that such instruction does improve information literacy. The researchers concluded that for faculty and colleges interested in improving information literacy skills in undergraduate political science students, such library instruction is helpful towards that goal.     

Graduate student research instruction: Testing an interactive Web-based library tutorial for a health sciences database

Interactive electronic tutorials offer flexibility in delivering library instruction; however, questions linger regarding their effectiveness compared to traditional librarian-led classroom lectures. This study examines a tutorial introducing health science students to the Cumulative Index to Nursing and Allied Health Literature database. Half the student sample completed the tutorial and half attended a parallel lecture. A pre/post-test instrument measured mastery of the material. While results varied by subject focus tested, students completing the tutorial demonstrated greater improvement in post-test scores than those attending the lecture.     

Teacher behavior, student interest and affective learning: putting theory to practice

Students of Project Adapt (PA), an instructional program for at-risk middle school students in Brooklyn NY, have displayed startling improvement on cognitive outcome measures. Teacher given grades and standardized tests illuminate the progress students have made since entering the program. The current investigation attempts to analyze PA on students' affective responses in a pre/post-test experimental design. Upon entering PA, students completed measures of interest, affect, and their previous teachers' behavior (pre). These ratings were then compared to end of year ratings on the same instruments (post). Results indicate students' perceive PA teachers utilizing different behaviors than their previous teachers. Additionally, student affect and interest increased significantly. Results of this study have implications for both instructional researchers and educational practitioners.     

Teacher behavior,student interest and affective learning: putting theory to practice

Students of Project Adapt (PA), an instructional program for at-risk middle school students in Brooklyn NY, have displayed startling improvement on cognitive outcome measures. Teacher given grades and standardized tests illuminate the progress students have made since entering the program. The current investigation attempts to analyze PA on students' affective responses in a pre/post-test experimental design. Upon entering PA, students completed measures of interest, affect, and their previous teachers' behavior (pre). These ratings were then compared to end of year ratings on the same instruments (post). Results indicate students' perceive PA teachers utilizing different behaviors than their previous teachers. Additionally, student affect and interest increased significantly. Results of this study have implications for both instructional researchers and educational practitioners.     

A view from within: the student in student worker

Clare Harris is a Master’s student in the Department of Library and Information Science at St. John’s University. This essay offers a first-person account of life as a student and a library employee. From her personal experience, Harris offers suggestions for how best to engage student workers in academic library settings.     

Learning commons: Bridging the academic and student affairs divide to enhance learning across campus

The University of Guelph Learning Commons brings student affairs professionals and librarians together to offer students a coherent and integrated approach to learning, writing, research, and technology support. It is distinguished by three characteristics: (1) a partnership model between academic and student affairs; (2) a solid foundation of theoretical perspectives to guide program development; and (3) a conceptual model to frame services. These characteristics have placed the Learning Commons in a position to play a leadership role in facilitating and enhancing learning across the university. This article describes the Learning Commons, as well as the theoretical perspectives and conceptual framework upon which the programs and services are based.     

A multidisciplinary approach to information management and critical appraisal instruction: a controlled study.

A study of the effectiveness of a collaborative course in teaching library and critical appraisal skills was conducted at the University of Illinois College of Medicine. A critical appraisal and library skills course was taught at the Peoria site during the third-year medical clerkship. The performance of Peoria students on a twenty-item multiple choice posttest was compared to that of third-year students in Rockford, who received no library or critical appraisal instruction during their medicine clerkship. The two groups were similar in self-perceived library skills, critical appraisal skills, and other demographic values. Peoria students scored significantly higher on library, critical appraisal, and total posttest questions. An improving trend during the year was not observed at either site, implying that students were not acquiring these skills in day-to-day clerkship activities. Results suggest that this multidisciplinary course is effective in teaching library and critical appraisal skills.