Parker hillyer nla_2011-09302011

Nora HillyerBusiness, Engineering, Science Librarian

Linda L. ParkerSocial Sciences Librarian

Lola GilbertDual Enrollment Coordinator

Victoria KennelPsychology Graduate Teaching Assistant

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LAPTOP OR TABLET USERS:

Use m.smspoll.net for responses

to our questions. (Pick United States

and type VOTE XXXX)

SMARTPHONE USERS:

Text VOTE XXXX TO 52627

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RESEARCH QUESTIONS:

• Are first-year students more information

literate than undergraduate transfer

and/or graduate students new to UNO?

• What information literacy skills do the

undergraduate transfer and new

graduate students bring to UNO?

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Study Participants

• STUDY GROUPS

• STUDY GROUPS

STUDY GROUPS

Individuals who had taken the Information Literacy Assessment during English Composition course(F2009, S2010, F2010)

Digital natives Individuals born between 1982 and 2002 – “Next-Gens”, “Millennials” *

Entering students English Composition II students – mostly first year college students

Individuals who received link to Information Literacy Assessment

Digital natives Individuals born between 1982 and 2002 – “Next-Gens”, “Millennials” *

Digital immigrants Individuals born before 1982 –experience a digital divide*

Undergraduate transfer students

Students who have transferred to UNO from another university or college.

Graduate students Students enrolled in a UNO graduateprogram AND who have never attended UNO before.

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METHODOLOGY:

• Developed an online survey using SurveyMonkey

• Administered survey by e-mailing link to participants

• Survey sections:• Demographics

– Age ranges : 18-22; 23-30; 31-40; 41-50; 50+

– College

– Affiliation: Graduate/Undergraduate

• Information Literacy Skills Assessment– Allowed comparisons to existing data from ENGL Comp

II survey

• Learner behavior/perceptions using some questions taken from the Sample Survey by Char Booth

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Information Literacy Test Scores

24.48

23.06

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22.5

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23.5

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24.5

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Graduate Transfer UG

2011 - Study PopulationAverage Scores

Average …

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Information Literacy Test Scores

23.71

19.31 18.4819.84

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5

10

15

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2011 Study IL-F2009 IL-S2010 IL-F2010

Average …

Study Population compared to English Composition II Students

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ANECDOTAL DATA:

What did you find most useful in the library instruction?

“Yes, it was boring, but I know that it will help with my research for my papers at a later time.”

“I found that the introduction to all the possible databases the most helpful.”

“I like how they taught us how to use the search engines more effectively. I never knew how to use them correctly. It helped a lot on the research part of my paper!”

List suggestions to improve library instruction.

“Add a little more spice to the presentation. Keep us entertained and excited.”

“Use of 3D and/or explosions.”

“Maybe half way through the major paper, using a class period to make sure everyone is using the search engines right.”

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ANECDOTAL DATA:

What did students learn?

“I found out the hard way that I can’t research on my own.”

“…that the library is not just for nerds.”

“I learned how to use Lexis Nexis and EBSCO well.”

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Students with HIGHER information literacy test scores…

Start their research using…Find using the following resources easy…Find HIGH QUALITY information in…

Are MORE LIKELY to:

The Library Catalog AND Article Databases

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Students with HIGHER information literacy test scores…

Start their research using…Find using the following resources easy…Find HIGH QUALITY information in…

Are LESS LIKELY to:

Google and Asking Family / Friends

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FINDINGS COMPARABLE TO OTHER STUDIES:

Students 18-22 are more likely to start their research by asking family/friends or Google.

Undergraduates are significantly more likely to use the library (computers, study or socialize) than graduate students.

Students in age groups 18 – 22 and 23 – 30 are significantly less likely to start their research by asking a librarian.

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Library Instruction Impact

UG Transfer and New Graduate Students

Start Research Using:

Library catalog and databases

Ask an Instructor

Ask a librarian

Feel comfortable doing the following:

Narrow a research paper topic

Use appropriate subject terms for searches

Know which databases to use for a topic

Find quality information on the Internet

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RESEARCH QUESTION ANSWERS:

• Are first-year students more information

literate than undergraduate transfer

students and/or graduate students new

to UNO?

• What information literacy skills does the

study group bring to UNO?

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FUTURE & SUMMARY:

Strategic goals for information literacy instruction– Reinforce the need for library instruction AND

expand lower level instruction to include other disciplines (history, business, political science, etc. )

– Emphasize journal and book citations

How to interpret

How to write

– Implement more engaging and innovative techniques in teaching

Social media

Mobile technologies

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ACKNOWLEDGEMENTS:

– Char Booth, 2009, Informing Innovation: Tracking Student Interest in Emerging Library Technologies. http://www.ala.org/ala/mgrps/divs/acrl/publications/digital/ii-booth.pdf

– Alison J. Head, PhD. and Michael B. Eisenberg, PhD., 2010, Project Information Literacy - Truth be Told: How College Students Evaluate and Use Information in the Digital Age, http://projectinfolit.org/publications

– Victoria Kennel, Psychology Graduate Teaching Assistant, University of Nebraska at Omaha

– University of Nebraska at Omaha, Office of Institutional Research

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REFERENCES:

Chestnut, M. T., Henderson, S. M., Schlipp, J., Zai, R. I., II. (2009). Value-added library resources and services through Blackboard. Kentucky Libraries, 73(1), 6-12.

Dale, C., & Pymm, J. (January 01, 2009). Podagogy. Active Learning in Higher Education, 10, 1, 84-96.

Herring, S. D., Burkhardt, R. R., & Wolfe, J.L. (2009). Reaching remote students: Athens State University’s electronically embedded librarian program. College & Research Libraries News, 70 (11), 630-633.

Lillard, L.L., & Dinwiddie, M. (2005). If you build it, they will come, but then what?: A look at issues related to using online course software to provide specialized reference services. Internet Reference Services Quarterly, 9 (3), 135-145. doi: 10.1300/J136v09n03_10

Madge, C., Meek, J., Wellens, J., & Hooley, T. (June 01, 2009). Facebook, social integration and informal learning at university: 'It is more for socialising and talking to friends about work than for actually doing work'. Learning, Media and Technology, 34, 2, 141-155. Alison J. Head, PhD. and Michael B. Eisenberg, PhD., 2010, Project Information Literacy - Truth be Told: How College Students Evaluate and Use Information in the Digital Age, http://projectinfolit.org/publications

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CONTACT US:

Nora Hillyer nhillyer@unomaha.edu

Linda Parker lparker@unomaha.edu

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