Celebrating Undergraduate Research

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  • CELEBRATING UNDERGRADUATE RESEARCH

    AT YORK UNIVERSITY

    Insights into Students IL Skills & Future Directions for Instruction

  • AGENDA

    1. What & How

    Activity: How do you celebrate Undergraduate

    Research (UR)?

    2. IL Abilities: What did we learn?

    3. Looking forward

    Activity: ACRL IL Framework and IL Award

    Questions

  • 1. UNDERGRADUATE RESEARCH FAIR

    What is it? How did we do it?

  • OUR JOURNEY

    IL Award

    Student eJournal UR Fair

  • DEMOGRAPHICS

    Social Sciences

    Humanities

    Health

    Sciences

    Environmental Studies

    Fine Arts

    THE FAIR AT A GLANCE

    GENERAL INFO

    Applications : Accepted (2:1 @ A or higher)

    Mostly upper level, although

    The number of IL applications is increasing

  • 4400$Thats a lot of award money

    100%Total success!

    ~57 participants

    7+ awards

    And a lot more faculty, family, and friends

    2016

  • WHY CELEBRATE UR?

    Strategic priority Institutional profile Profiles library role Experiential education Students writing, presentation and IL skills Scholarly publication and dissemination Career goals and/or graduate school Growing trend in higher education

    (Jones & Canuel, 2013; Hensley, Shreeves & Davis-Kahl, 2014)

  • BONNET ET AL.Contributes unique findings to what is known about the apprentice undergraduate researcher.

    MAIN STUDIES

    ERIAL / PIL StudiesStudied undergraduate students at large.

  • ERIAL / PIL

    Undergraduate students are:

    Digital natives Pragmatic and self sufficient Rarely use new sources Lack Boolean understanding Seek faculty help Rarely seek librarians help

  • BONNET ET AL.

    Apprentice undergraduate researchers are:

    Not just about grades Invested in research Use wide range of sources and tools Ability to critically evaluate sources Rely on librarians research help

  • HOW DO YOU CELEBRATE UR?Activity 1: On a sticky note write your institution and how you celebrate undergraduate research?

  • ACTIVITY 1: HOW DO YOU CELEBRATE UR?

  • 2. IL ABILITIES What did we learn from our study?

  • RESEARCH QUESTIONS

  • PRIMARY GOALS

    To investigate high achieving students IL skills:

    strengths gaps similarities to other studies IL and reference help significance

  • IL AWARD QUESTIONS

    IdentifyDescribe strategies that you used to search for relevant resources for this research project.

    For example, outline why you chose specific databases or other search tools/engines available at the library or beyond it, provide examples of keyword searches used, and approaches you applied to develop or refine your search strategies as your research progressed etc. Please be as detailed as possible.

    EvaluateDescribe strategies that you used to select the relevant types of resources for this research project and explain how this may have influenced your decision to use them.

    (i.e. relevance, currency, authority, purpose/point of view, scholarly vs. popular, peer-reviewed, primary vs. secondary sources etc.).

    ServicesHow did you use library services and/or library resources for this research project?

    (i.e. Did you consult with a librarian or archivist? Did you use the library catalogue to find your resources? Did you use virtual library help? Did you attend library drop-in sessions or library classes? Did you use LibGuides/Research Guides? What new library services and /or resources did you learn about in conducting this research project?)

  • I used Google Scholar for articles I could not retrieve easily from Yorks databases.

    HOW STUDENTS SEARCHED

  • Students seldom demonstrate that they understand Boolean.

    KEYWORDS & BOOLEAN

  • Students ability to critically think about information is evident. Students are influenced by the fact that

    assignments call for scholarly sources (Ganley, Gilbert, & Rosario, 2013).

    CRITICAL THINKING ABOUT INFORMATION SOURCES

  • Students ability to think critically about information is evident.

    CRITICAL THINKING ABOUT INFORMATION SOURCES

  • As a first year student, I was very confused on how to use library services. My professor arranged a session where a library representative came to one class to lecture us on

    research skills...I believe this session was extremely important to me as I felt I could tackle the research paper easily.

    LIBRARY ROLE IN HELPING WITH RESEARCH

  • ROLE OF ILDid IL and/or research help play a significant role in terms of students performance on IL award submissions?

  • CHI SQUARE TEST

    Ranking Yes IL/Reference HelpNo

    IL/Reference Help

    Good 31 8

    Average 22 14

    Poor 7 11

    TOTAL 60 33

    p = 0.01

  • SUMMARY OF OUR FINDINGS

    Strengths GapsIn Common With Other Studies

    Rarely use new sources PIL/ERIAL

    Self-sufficient PIL/ERIAL

    Seldom demonstrate Boolean and subject heading understanding

    PIL/ERIAL (Head, 2010; Duke & Asher, 2012; Kolowich, 2011)

    Seek library help Bonnet et al., 2013

    Ability to critically evaluate

    Bonnet et al., 2013; Ganley, Gilbert, & Rosario, 2013

    Lack understanding of publisher role Jones & Canuel, 2013

  • 3. LOOKING FORWARDFuture implications

  • IMPLICATIONS FOR INSTRUCTION

    Avoid library jargon (i.e. library catalogue) Discovery Layer Librarian reference and IL is beneficial Flipped classrooms Intentional integration of IL threshold

    concepts Embedded librarians to foster higher order IL

    skills

  • ACRL IL FRAMEWORK

    Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.

  • THRESHOLD CONCEPTS

    Authority Is Constructed and Contextual

    Information Creation as a Process

    Information Has Value

    Research as Inquiry

    Scholarship as Conversation

    Searching as Strategic Exploration

    (Souce: http://silenceandvoice.com/)

  • ...I accessed tools like the Oxford Dictionary of National Biography to find

    background information on important authors of travel handbooks...

    I quickly discovered, though, that these databases were more

    suitable for natural sciences students, and that I was looking at

    the politics of the environment, not the science of it.

    ...I critically analyzed my primary sources to create my

    own argument, and contrast it to what other scholars had said

    earlier...I needed to critically analyze a variety of different

    texts, so that I could hear different voices and

    perspectives.

    ...many authors also mentioned important books Victorians would use when they travelled...This intrigued me and I started looking for the actual sources mentioned by the

    secondary source authors.

    AWARD WINNERS ABILITIES RELATIVE TO THRESHOLD

    CONCEPTS

    Information Creation as a Process

    Authority is constructed and contextual/Scholarship as conversation

    Research as Inquiry

    Searching as strategic exploration

  • IL AWARD QUESTIONSActivity 2: Thinking about the ACRL IL Framework, what questions would you develop for an IL Award?

  • CONCLUSION

    Celebrating URWe heard from you and you heard from us on how we celebrate undergraduate research. In our experience collaboration is key!

    Research QuestionsWe took a closer look at high achieving students IL strengths and weaknesses, and implications of our findings for future IL instruction.

    Role of ILIs IL instruction on target? Yes, according to our research, IL instruction and reference is making a difference to students IL abilities. Librarians should focus on targeted and strategic teaching

    IL FrameworkWe looked closer at the IL abilities of award winners relative to the ACRL IL Framework and its constituent threshold concepts.

    IL Award QuestionsWe asked you to think about the threshold concepts while developing IL Award questions.

    Next StepsWell take your feedback to develop new IL Award questions and continue to analyse IL abilities of high achieving students to further understand implications for instruction.

  • REFERENCES

    Bonnet, J. L., Anderson Cordell, S., Cordell, J., Duque, G. J., MacKintosh, P.J., & Peters, A. (2013). The Apprentice Researcher: Using Undergraduate Researchers' Personal Essays to Shape Instruction and Services. portal: Libraries and the Academy 13(1), 37-59.

    Duke, L.M., & Asher, A.D. (2008). The Information Behaviour of the Researcher of the Future [CIBER Briefing Paper]. College Libraries and Student Culture (Chicago, IL: American Library Association, 2012), 80; CIBER. Retrieved on July 21, 2015 from:http:// www.webarchive.org.uk/wayback/archive/20140614113419/http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf

    Foster, N. (2014). Information Literacy and Research Practices. Ithaka S+R. Retrieved from: http://www.sr.ithaka.org/wp-content/uploads/2014/11/SR_Briefing_Information_Literacy_Research_Practices_20141113.pdf

    Ganley, B.J., Gilbert, A., & Rosario, D. (2013). Faculty and Student Perceptions and Behaviours Related to Information Literacy. Journal of Information Literacy 7(2), 90.

    Head, A. J., & Eisenberg, M. B. (2009). Lessons Learned: How College Stud