Google Generation & Non-traditional Chemistry Information Training

Norah Xiao

Science and Engineering Librarian University of Southern California Libraries

nxiao@usc.edu

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Outlines

 Google generation  Case study of USC chemistry graduate

students’ chemistry information training •  Background of USC Libraries •  Context of USC chemistry information training •  Training with newer technologies

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Google Generation

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Google Generation

 Characteristics •  Expect choices, options, & flexibilities •  Prefer to customized and personalized experience •  Are digital initiatives •  Are collaborative and multitasking •  Expect nomadic, anytime, anywhere communication •  Learn continuously and experientially •  Read less than other generations

Sweeney, R. T. (2005). Reinventing library buildings and services for the millennial generation. Library Administration and Management, 19(4), 165-175.

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USC chemistry graduate students information literacy program  Background

•  USC S&E Library serves upper-division undergraduates, graduates, faculty, researchers and staff in science and engineering community at USC

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Where to start

 Collection •  On-campus and off-campus physical locations •  e-resources collection

  “Traditional” science and engineering library building •  No learning common or collaborative study space within

library  Foundation of users-librarian relationship

•  No orientations •  No any training programs

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Where to start

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Goals

 Build up users’ relationship with librarian •  Spark conversation and interaction between users & me

•  Set up outreach schedule •  Faculty liaison, student liaison •  Visit research groups, research seminars’ presentation

•  Virtual presence •  Group emails, posters in the chemistry buildings •  Resigned library homepage •  Blog, facebook group, RSS feed

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Goals

 Build up users’ relationship with librarian  Identify users’ needs and probe gaps in

information literacy training needs •  Landscape information literacy and competencies

survey •  Orientation + survey monkey surveys

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Information Literacy   “Information literacy is a set of abilities requiring individuals

to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

Association of College and Research Libraries (2000) Information Literacy Competency Standards for Higher Education. Chicago, Association of College and Research Libraries. (online)

  Chemistry graduate students’ information competencies •  ACS CINF Education Committee:

Teaching Chemical Information: Tips and Techniques •  SLA Chemistry Ad hoc committee:

Information Competencies for Chemistry Undergraduates: the elements of information literacy

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Google Generation Thinks

USC New Chemistry Graduate Students’ Survey in 2007

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Google Generation Thinks

USC New Chemistry Graduate Students’ Survey in 2007

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Google Generation Thinks USC New Chemistry Graduate Students’ Survey in 2008

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Google Generation Thinks USC New Chemistry Graduate Students’ Survey in 2007

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Google Generation Thinks USC New Chemistry Graduate Students’ Survey in 2007

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Google Generation Thinks USC New Chemistry Graduate Students’ Survey in 2008

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Information Training Context & Contents

 Needs vs. Contents •  Fundamental chemistry information education to

all levels

 Skills vs. Contents •  Electronic information environment: familiarity,

convenience, accessibility

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Goals

 Build up users’ relationship with librarian  Identify users’ needs and probe gaps in

information literacy training needs  Experiment with all kinds of packing of

information literacy training •  Format •  Timing •  New Technologies

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Google Generation Thinks

USC New Chemistry Graduate Students’ Survey in 2008

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Google Generation Thinks

USC New Chemistry Graduate Students’ Survey in 2007

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Google Generation Thinks

USC New Chemistry Graduate Students’ Survey in 2008

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Google Generation Thinks

USC New Chemistry Graduate Students’ Survey in 2007

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Human Expertise  Students prefer to have face-to-face trainings if

possible  Students prefer quick and easy solutions to their

questions

  In-person vs. Virtual •  “Are looking for human expertise on-line just as they do in-

person” •  “Are looking for instruction”

Swanson, T. A. (2004). A radical step: Implementing a critical information literacy model. Portal: Libraries and the Academy, 4(2), 259-273.

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Google Generation Thinks USC New Chemistry Graduate Students’ Survey in 2008

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New technologies: Deepen and Widen Training

 Timing is very critical •  Screencasting tools: Camtasia Studio,

Adobe Captivate, Jing, and Qarbon Viewlet Builder

•  Share e-learning resources through repositories: Podcast, YouTube, Blog, A.N.T.S.4 and MERLOT

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Training Matrix Content Format Timing Library 2.0

in-person virtual scheduled As needed

library services 2 1 1 2 Camtasia, Slideshare, YouTube, Jing

literature 2 1 1 2 Camtasia, Slideshare, YouTube,

search skills 2 1 1 2 Camtasia, Slideshare, YouTube, Jing, Pidgin

local collection

1 2 2 1 Jing, Pidgin, blog, RSS feeder, Tags, Podcast

resources 1 1 1 1 Jing, Pidgin

others 2 1 1 2 Commercial multimedia, Slideshare, YouTube, blog, Tags

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Practice Examples

 Chemistry Orientation •  Survey monkey +

Slideshare + YouTube •  Made by Camtasia

(Adobe Captivate, Jing, and Qarbon Viewlet Builder)

•  Scheduled library services training for students

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Practice Examples

  Information Literacy Tutorials •  YouTube (Camtasia) +

Commercial training + Pidgin + Jing

•  As needed based + In person training

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Practice Examples

 Quick reference question •  Jing + Pidgin +

Email •  As needed

 Quick database introduction •  Jing + Pidgin +

Email •  Scheduled or as

needed

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Practical Tips

 7 items rule  “Recycle, Reduce, Reuse”

•  programs that review, highlight and promote high-quality e-learning resources, such as the ACRL PRIMO database

•  Collaboration among ACRL-STS, SLA-Chemistry and ACS-CINF education committee

•  Collaboration with publishers, vendors

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Conclusion

 Reach into the “black box” where knowledge is created, and bridge the gap between information and knowledge.

Swanson, T. A. (2004). A radical step: Implementing a critical information literacy model. Portal: Libraries and the Academy, 4(2), 259-273.

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Conclusion

 Outside the box - happen anytime, anywhere in any kinds of format. •  “The best library services are geared toward users'

needs and based on human interaction that needs emotional and intellectual human attention.”

Xiao, N. (2008). Web 2.0 as catalyst: Virtually reaching out to users and connecting them to library resources and services. Issues in Science & Technology Librarianship, no.55, Retrieved from http://www.istl.org/

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Thank you!

 Contact information Norah Xiao nxiao@usc.edu 213-740-2214

 On-line presentation http://libguides.usc.edu/chem