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Collaboration Between the Library and Classroom Faculty in the Assessment of Student Research Needs
Abstract
A survey was conducted to identify how geology undergraduates use library resources and services to meet their research needs. Results showed that the library was a strong source of information, and that there was equal demand for both print and electronic resources. However, effective use calls for discipline-specific library instruction, with emphasis on the use of electronic databases.
This study examines the use of geology journals at Washington State University (WSU), before and after electronic access was provided, to determine if the use of the print collection increased as in the previous studies at WSU of three other science disciplines. The number and source of articles cited by WSU geologists from 1998 to 2004 is also examined to determine the impact of electronic access on citation patterns. In light of inflation and package deals, librarians need to understand how faculty use journals. This analysis will assist librarians in better understanding journal usage to inform future serial purchasing decisions.
Science is a core discipline in academia yet the focus of most undergraduate technical writing is generally on the data and results, not the literature review. The Science, Technology, Engineering, and Math (STEM) librarian and a new geology professor at the University of Nebraska at Omaha (UNO) collaborated to develop an information literacy session for students in a geomorphology class. Here we outline the background of the campus STEM initiatives and the assignment as well as the library instruction activity, learning outcomes, and assessment components. The activity improved student use of scholarly sources and we provide suggested activity modifications for future teaching and assessment efforts. © 2016, Association of College and Research Libraries. All rights reserved.
This study examines the use of geology journals at Washington State University (WSU), before and after electronic access was provided, to determine if the use of the print collection increased as in the previous studies at WSU of three other science disciplines. The number and source of articles cited by WSU geologists from 1998 to 2004 is also examined to determine the impact of electronic access on citation patterns. In light of inflation and package deals, librarians need to understand how faculty use journals. This analysis will assist librarians in better understanding journal usage to inform future serial purchasing decisions. previous study was pub- lished in 2004 that evaluated the impact of the availability of electronic journals (e-jour- nals) on the use of print journals in Chem- istry, Mechanical and Materials Engineer- ing (MME), and Physics collections in the Owen Science and Engineering Library (Owen), Washington State University. 1
The ability to use library resources to identify, access, and retrieve information is essential to the successful completion of a college education. To date, however, economists have ignored the role that library usage plays in the development of specialized human capital. This paper presents a preliminary investigation of campus library use by college students. 205 economics students were surveyed to determine the average length of their weekly visits to the campus library and to identify the major activities they pursued while there. Censored regression analysis was used to identify the most important determinants of library usage. Results indicate that female, black, and on-campus students spent more time per week in the library than their male, white, and off-campus cohorts, while those with full-time jobs and recent library instruction experience spent less time, ceteris paribus. The estimated tobit equation indicates that only three activities significantly increased library time; use of reference materials, use of the library as a place to study, and use of the library as a place to meet and socialize with friends. Traditional activities which develop research skills such as searching for books and periodicals, and retrieving government documents were not found to significantly influence library time. These results suggest that undergraduates may not invest in their library-specific human capital while on-the-job to the extent expected by instructors.
The University of Washington Libraries has conducted triennial faculty and student library surveys since 1992. Surveys are sent to all faculty and a random sample of graduate and undergraduate students. Results have revealed significant variation within and between user groups concerning library satisfaction, use, priorities, and importance. There were 2,749 responses to the most recent survey in 1998, including more than 1,500 completed surveys returned from faculty. These large-scale surveys, while extraordinarily valuable, have proven costly and time-consuming to design, administer, and analyze. The ARL LibQUAL+ pilot offered an opportunity to employ a different methodology and design that focused on quality of service and library support through a Web-based survey. This article discusses issues and results associated with these different approaches.
As a growth area in the arts, media communications offers new opportunities for academic and library partnerships that support teaching and learning. This article discusses the collaborative development of an online training guide in the use of electronic databases. The aim of the project described was to promote information literacy, especially research skills for undergraduates, by integrating generic library training and curriculum development in a particular disciplinary field. The article updates a paper presented at the Australian Film Institute s ‘Information Gathering Conference 1999’ (INFOG 99) in Melbourne.
While surveys are a popular method for assessing the quality of library collections, they are usually administered in the library or are sent to a sampling of students. Surveying students in the classroom using course-specific questionnaires and interviewing their instructors adds value to this method of collection building.
The purpose of this research project was to determine whether students are using unauthenticated resources, whether they are evaluating their resources, and whether there is a gap between the quality of resources expected by instructors and the quality of resources used by students. Using case study methodology, the authors interviewed instructors and students and analyzed Web resources cited in research papers in two English composition classes. The findings show that students are using unevaluated resources and that there is a gap between what instructors expect students to use and what students actually use. Ways to alleviate ìworries with the Webî are discussed.
This article provides the last update to a longitudinal study tracking the research behavior of a multi-college undergraduate course in microeconomics from 1996 to 2001. Student term paper bibliographies grew between 1996 and 2000 but included fewer scholarly resources. In 2001, students tended to cite scholarly sources when the professor provided clear and enforceable guidelines in his class assignment. The accuracy and persistency of cited Web documents also increased as a result.
Describes pilot project of library research instruction introduced at Lake Forest College which focused on faculty-centered library research instruction, i.e., Department of Education faculty and instruction librarians designed library experiences integrated into course assignments. Pilot study goals and organization, research assignments, and evaluation methods are highlighted. Four references are listed. (EJS)
The LibQUAL+ survey is a web-based instrument that can be administered annually to enable libraries to determine their users' level of satisfaction with the quality of collections, facilities, and library services. This article examines the Texas Tech University Libraries' LibQUAL+ survey results for 2001 in the area of Access to Collections. The institution's results are compared with average survey scores from 20,416 respondents at 43 institutions, chiefly Association of Research Libraries members. Implications for collection management and ideas for “best practices” investigation are outlined.
All forty-four departments liaisons (teaching faculty) and fifteen librarian consultants (library faculty) at Baylor University were surveyed to assess the university's liaison program, which was established to facilitate collection development in a library with a decentralized model of collection building. Survey responses and high return rate revealed that most liaisons were interested in the program, although both groups interacted at a marginal level and indicated ambiguity toward the appropriate role of the librarian consultant. To reinvigorate the program, the authors made a series of recommendations to the academic departments and the libraries through a report to the library administration. The principle recommendation was the establishment of a library committee to develop a comprehensive vision statement for the program and clear goals and objectives for all participants.
Because students demonstrate deficient knowledge of basic reference tools in the discipline, there is a need for bibliographic instruction by librarians in the psychology classroom. Such instruction can introduce the types and variety of reference works, present the process of topic definition, and strengthen the role of the librarian in the literature-search process.
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Qualitative Methods in Social Work Research: Chal-lenges and Rewards. Thousand Oaks How the Web Destroys Student Research Paper
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