People Make Research Guides
Transcript of People Make Research Guides
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People Make Research Guides: Transforming the Boundaries of Librarianship
ByJade G. Winn, University of Southern California
Jacqui Grallo, California State University, Monterey BayKathlene Hanson, California State University, Monterey Bay
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Introduction • Presenters•Topic Introduction
• Growth• User centered• Librarian as part of information
package
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Software Introduction•Springshare•Library a la Carte
• Customizable/specific• Web 2.0 integrated• Statistics• Photo
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Institutional Differences &Potential Impact
•Age•Size•Graduate & International Students
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Subject Specialist Librarians•Personalized library•Collection development•Traditional resources & web-based resources•Instruction/Pedagogy•Collaborations
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Librarian as Piece of the Information Resource Package
•Knowing your librarian•Departmental acceptance•Student interactions•Reference •You become a resource!
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Intellectual Property and Academic Freedom
•Open the conversation•Who owns research guides?•Content restrictions?
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Best Practices at USC•http://libguides.usc.edu/•Resource selection•Outreach•Instructional practices•Using statistics
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Library a la Carte• Open-source• Free but not free• Modular design• 2.0 ready• Dynamically-created
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Subject Specialist Librarians• Collection development• Instruction• Collaboration• Workload
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Learner-centeredDesign
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"Kuhlthau's work shows us that there is a critical need, at a unique time in the search process, for a specific level of mediation that the research guide can provide, and it brings us much closer to an understanding of the user's needs." Hemmig, 2005
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“…students fail to find available guides or, if found, fail to use the guides effectively.” Reeb & Gibbons, 2004
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“The concept of disciplines is not usually part of a student's mental model; therefore, the collocation of resources by discipline is not recognized.” Reeb & Gibbons, 2004
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http://alacarte.csumb.edu/subject-guides
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Appropriate, LogicalAccess Points
• Course prefix tags• Subjects/disciplines• Articles & Databases page• Other guides
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Web users seek ‘trigger words’ in Web links. “When the trigger words match the user's goals, they find those words right away and the links make them more confident that they are going to find their content.” Reeb & Gibbons, 2004
http://library.csumb.edu/
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Design Principles• No jargon!• Limited text• Selectivity• Recognizability• Transparency
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Applying The Seven Principles for
Good Practicein Undergraduate Education
Chickering & Gamson, 1991
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Good practice… • Encourages student/faculty contact• Encourages cooperation among students• Encourages active learning• Gives prompt feedback• Emphasizes time on task• Communicates high expectations• Respects diverse talents and ways of learning
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Guides asLearning Objects
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“Learning objects are a new way of thinking about learning content. Traditionally, content comes in a several hour chunk. Learning objects are much smaller units of learning, typically ranging from 2 minutes to 15 minutes.” Beck, 2007
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• Self-contained• Reusable• Can be aggregated• Tagged with metadata
Guides as Learning Objects
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Selective BibliographyBeck, R. J. (2007). What are learning objects? Retrieved April 7, 2010, from http://www4.uwm.edu/cie/learning_objects.cfm?gid=56
Chickering, A. W., & Gamson, Z. F. (Eds.). (1991). Applying the seven principles for good practice in undergraduate education. San Francisco: Jossey-Bass.Hemmig, W. (2005). Online pathfinders: Toward an experience-centered model. Reference Services Review 33(1) 66-87.Nichols, J. (2009). Library à la Carte: Research and course guides made to order. C&RL News 70(5). Retrieved March 31, 2010, from http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2009/may/libraryalacarte.cfmReeb, B., & Gibbons, S. (2004). Students, librarians, and subject guides: Improving a poor rate of return. portal: Libraries and the Academy 4(1), 123-130. Retrieved March 31, 2010, from http://muse.jhu.edu/journals/portal_libraries_and_the_academy/v004/4.1reeb.html
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Activity30 minutes