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Teaching to Technology?

eBUG 2012

Central Questions

What does current research on information literacy practices and information seeking behavior suggest about how students perceive and use library systems?

How do the evolving goals of the University of Louisville's information literacy program influence the way we teach (or don't teach) online library tools, including the Voyager OPAC and SFX?

How does the current research environment affect the work of systems and instruction librarians? What challenges do we share?

Working Out the (e)Bugs in Library Instruction and System Navigation

Rob Detmering, Univ. of Louisville

eBUG Conference, June 1, 2012

Large-Scale Research on Information Literacy Practices and Information Seeking Behavior

University of Louisville Libraries Undergraduate Survey

Why so confused?

What's the deal?

Are students satisfied with library information seeking?

CIBER, 2008

ERIAL, 2011

Students struggle with finding and evaluating information in an overwhelming and constantly evolving digital environment [cognitive load];

Library catalogs, databases, and interfaces--while not problematic for all students--often add layers of frustration and confusion to the search process, leading many students to disregard library information tools;

Students need help navigating specific library technologies but may need even more help evaluating information and understanding the larger information landscape, beyond individual library tools.

PIL,

2009-Present

Teaching Challenges

Our Pedagogical Priorities

How do we avoid turning information literacy instruction into a tool-based tech nightmare?

Help students understand the complexity of the information environment and develop the critical skills needed to navigate that environment, without trying to teach the tools in detail.

Time constraints

Tools, tools, and more tools

Cognitive limits

Conceptual knowledge and critical thinking

Cognitive Limits

"Overloads of working memory are caused by such things as multistep instructions, lists of unconnected facts, chains of logic more than two or three steps long, and the application of a just-learned concept to new material" (Willingham, 2009, p. 15).

Conceptual Knowledge

Critical Thinking

"A fundamental and powerful concept is one that can be used to explain or think out a huge body of questions, problems, information, and situations" (Nosich, 2009, p. 105).

Alter the perspective. . .

Questions for the Future

Evaluating diverse information sources for context, credibility, and relevance;

Understanding information organization in a web-based environment;

Practicing research as critical inquiry.

Should we or can we encourage students to use outmoded library tools that present difficulties even for the most tech-savvy user?

What can we realistically expect students to know or learn in order to use the library effectively?

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