Effective use of OPAC - challenge for teaching and learning Kärt Miil Vilve Seiler 17.10.2008.
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Transcript of Effective use of OPAC - challenge for teaching and learning Kärt Miil Vilve Seiler 17.10.2008.
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