Effective use of OPAC - challenge for teaching and

learning

Kärt MiilVilve Seiler

17.10.2008

Teaching of ESTER at the University of Tartu and the Tallinn University of Technology

Primary level Library instruction for new users, focussing on

ESTER (UTL) General course in information literacy for all new

students, incl. web-based training in ESTERAdvanced level ESTER is a part of Principles of Information Literacy

course ESTER is a part of the information literacy module,

integrated into specialities Instructions and self-tests on the Web

Tallinn

Introductory course in information literacy is a mandatory subject, giving 0.5 credit points

Programme is universal for all specialities

Tests are similar for all specialities

Materials for individual study and self-tests are are on the Web

Tallinn

Participants in 2007 1635 bachelor’s students 264 master’s students

Written feedback is very positive

TARTU

An hour-long presentation together with a catalogue demonstration

Not mandatory at the university, participation depends on the requirements of faculties

No fixed programme. Guidelines can be found on the library web page for new users

Depth of the introduction to ESTER varies Tests are mandatory or voluntary, depending

on the faculty Self-test for all

TARTU

1500 students participated in the freshmen’s library training

Feedback from the training: smaller number of erraneous call slips and less help needed from the librarians at open collections

TARTU: Basic Information Literacy on WebCT Course of principles of information literacy (optional

free elective, 2 credit points) Use of ESTER, emphasising the subject search,

forms one module

Target group: student researchers (bachelor’s and master’s students)

The whole course is only web-based Study materials include images and examples Exercises: perform subject heading and key word

searches, describe searches and evaluate results Each student receives individual feedback from the

subject librarian

Exercises for ESTER

Problems: Subject heading and key word searches give

similar results Results of key word search are not relevant,

but the students do not notice it The number of results, not the relevance of

results, is evaluated Key word search is often considered to be

more comfortable

Feedback

Allows participation of those who need more depth or who have few searching skills

Good motivation Positive feedback Individual feedback enables the teacher to

guide searches and specify the reasons why mistakes were made

Courses integrated into subjects

Materials for basic information literacy courses are universal and can be used at different faculties, in information literacy sections integrated into different subjects

Bachelor level courses include training in the electronic catalogue ESTER

Mandatory for all Less motivation Large groups When searching, students use their own experience

instead of study materials

Statistics

This year, the advance level was passed by 1200 students; only 350 of them got feedback

from subject area librarians

Subject search

Into subject embedded IL module, 2nd semester, 254 students

Preferences: Key word search – 50% Subject heading search 35% No preference – 15%

Students prefer key word search

Key word search resembles a Google search Author search in the key word search field is

easier than in the author search field Title search in the key word search field is

more flexible Results are listed according to their relevance Results are always guaranteed – even if they

are not relevant

What must to be taught

For freshmen How to find known items ESTER and the use of the library My ESTER

For the advanced level Principles of database search Finding of suitable subject headings Subject search in ESTER Additional possibilities for the advanced level offered

by ESTER