Case-Based:Selling Library Instruction

to the Business School

Leticia Camacho and Andy SpackmanKLA/MPLA Joint Conference

April 2, 2009

Marriott School of Management

Harold B. Lee Library

Library Instruction as an Outreach Tool

Library Instructions• Intra-curricular-

Programmatic Instruction, MCOM 320, Business writing Course, interactive, basic business research skills.

• Inter-curricular, Course Integrated Instruction, by faculty request. The instruction is center around specific course assignments.

• Short presentations during graduate students orientation week , general

• One-on-one consultations

Business Research Clinics

• Extracurricular and open door

• Offered in the business School building

• Bringing the library to the students

http://www.lib.byu.edu/business/category/events/

Promoting Business Clinics

• Aggressive & Creative

• Use Multiple Channels

• Faculty are the key

Library Instruction Techniques Pedagogy

• Lectured Based – “drinking from a fire hydrant”

• Active Learning• Context-based• Problem-based• Scenario-based• Case-based

Business Case-Based Instruction

“Learning that Sticks”

• Teaching through stories– Inductive and constructivist– The way we learn naturally

Case teaching “has a significant effect on the students’ motivation and . . . Produces more effective learning than lecture.”

– Franz Böcker, “Is Case Teaching More Effective than Lecture Teaching in Business Administration? An Exploratory Analysis,” Interfaces 17, no. 5 (1987): 64-71.

Why Use Case Studies?

• A natural fit for the business school• But Harvard-style cases are a bad fit

for us– Self-contained

Using Cases in Library Instruction

– Application, not research

• Invert the model to fit library instruction– Research sets the stage for application

Using Cases in Library Instruction

– Information literacy is introduced in context

• Case studies should– Present a compelling scenario– Lead naturally to discussions about

principles of information literacy– Highlight the resources the librarian has

selected

It Requires Preparation

It’s not “a one-time, 50-minute dash through the library’s ‘greatest hits.’”–Paul Frantz, “A Scenario-Based Approach to Credit Course Instruction,” Reference Services Review 30, no. 1 (2002): 38.

It Requires Preparation

• Prepare to be flexible, not overwhelming

1. Determine the nature and extent of the information need

2. Access information effectively and efficiently

3. Evaluate information and sources critically

4. Use information to accomplish a purpose5. Understand economic, legal, social, and

ethical issues

ACRL’s Information Literacy and Competency Standards for Higher Education

Information Literacy in Context

• Herb Azaria wants to open a comic book and gaming store.

• Where? Wichita vs. Lawrence• How will he convince a bank

that there are enough geeksout there for him to pay off his loan?

Example Case:The Comic Book Guy

Fanboys both young

. . . and old

Herb Knows His Target

• The first three semesters– 36 Clinics conducted on 17 topics– 520 attendees

• Surveys measure satisfaction– 1 to 7 Likert scales

Student Satisfaction

Student Satisfaction

1. Please rate your overall experience.

2. Please rate the content of the clinic.

3. Please rate the instructors.

Average Ratings for Sessions Without Case Studies 5.52 5.65 5.92

1. Please rate your overall experience.

2. Please rate the content of the clinic.

3. Please rate the instructors.

Average Ratings for Sessions Without Case Studies 5.52 5.65 5.92

Average Ratings for Sessions With Case Studies 5.69 5.93 6.08

1. Please rate your overall experience.

2. Please rate the content of the clinic.

3. Please rate the instructors.

Average Ratings for Sessions Without Case Studies 5.52 5.65 5.92

Average Ratings for Sessions With Case Studies 5.69 5.93 6.08

% Increase of Sessions with Case Studies Over Those Without

3.1% 4.8% 2.8%

1. Please rate your overall experience.

2. Please rate the content of the clinic.

3. Please rate the instructors.

Average Ratings for Sessions Without Case Studies 5.52 5.65 5.92

Average Ratings for Sessions With Case Studies 5.69 5.93 6.08

% Increase of Sessions with Case Studies Over Those Without

3.1% 4.8% 2.8%

P-value determined by independent samples t-test 0.169 0.033 0.160

• Anecdotal confirmation

– Students: “The role-play scenario was helpful!”

– Professors: “I like that you’re doing this and have heard good things from students attending when you do a case study.”

Student Satisfaction

Library Instruction Case Wiki

www.lib.byu.edu/casewiki

Thank You

Andy SpackmanBusiness and Economics LibrarianBrigham Young Universityandy_spackman@byu.edu

Leticia CamachoManagement and Accounting LibrarianBrigham Young Universityleticia_camacho@byu.edu