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Making IL Relevant

ACRL Panel Presentation - April 11, 2013

Meggan Smith

on 8 April 2013

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Transcript of Making IL Relevant

Identification and reporting of reputable statistics

Systematic identification of appropriate peer-reviewed scientific journal articles

Evaluation of quality of articles

Critique of information during the peer review process Identified Need for
Improvement Identifying the problem with supporting data

Find and retrieve appropriate statistics

Evaluating statistics and finding the original source

Evaluation polls in LibGuides

First IL session in library Part 1: Identifying Statistics Understand what is currently being done to intervene on the problem

Focus on interventions specific to the facet of obesity researched previously

Revising research questions and understanding discipline-specific lingo

Third and final IL session in the library Pulling it all together

Using information from previous assignments, design an intervention study in the form of a grant proposal Part 4: Intervention Proposal
Need to make clear that each assignment builds upon the previous assignment

Emphasize importance of citations (encourage use of bibliographic software)

Prepare students more for peer review process Lessons Learned Setting the Stage Association of Schools of Public Health (ASPH): Undergraduate Public Health Learning Outcomes Model
Specifically lists information literacy under "Intellectual and Practical Skills"

New information literacy grant offered by Gettysburg College's Johnson Center for Creative Teaching and Learning Motivation for Change Intervention Proposal Conduct a Literature Review Identify and Access Statistics Peer Review Making IL Relevant:
Inspiring Student Engagement through
Faculty-Librarian Collaboration Part 2: Literature Review Identify Intervention Studies Each student selected a facet of obesity to focus on for the semester project Research relationship of an “exposure” on an obesity-related outcome

Concept mapping to refine topic and map out search strategies

Searching, identifying, and retrieving appropriate information

Second IL session in the library Part 3: Intervention Studies Mock National Institutes of Health Scientific Review Panel

Each student read 3 peer intervention proposals
Served as a primary, secondary, and tertiary reviewer

Entire class (including librarians) ranked the proposals and awards were given out on the last day of class Part 5: Peer Review Adjustments Professor saw increase in quality of coursework from previous semesters

Positive student survey responses

1/2 of class took advantage of RefWorks drop-in sessions or librarian office hours

Continue to refine each semester Overall Success Questions? Meggan Smith, Kayla Lenkner, Amy Dailey, & Kelly Ruffini Librarian Assessment Online survey posted on LibGuide completed immediately after IL session (94% response rate)

Online survey emailed to class at the end of the semester (81% response rate)

Bibliography analysis using a rubric
Ethical Use, Source Quality, & Source Breadth Methods Survey Results Concept maps, brainstorming keywords for intervention, and being able to search on their topic in class with librarians to assist most helpful

Appreciated librarian office hours, learning databases, and evaluating resources

Need more work on citations -- RefWorks? Thank You! Gettysburg College's Johnson Center for Creative Teaching & Learning

ACRL Programming Committee Background Undergraduate public health course
Taught every semester

Class would participate in a typical "one-shot" information literacy session

Traditional research paper assignment was not meeting expectations Course Revision Goals Make the course more engaging and rigorous
Raise the assignment bar

Address information literacy needs through collaboration with librarians

Use overarching theme for cohesiveness The Student Perspective Real-life application engaging and practical

Emphasis on information literacy highlighted importance to the field of study Bibliography Findings 155 references cited; average per student 9-10
Almost 90% were journal articles
9% (14 items) appeared to have been ILLed

Students scored highest in "Source Quality" but struggled with "Ethical Use" Faculty Assessment Identify reputable public health statistics

Find appropriate studies and interpret them

Incorporate public health research into their intervention proposals

Effectively evaluate peers' assessment and use of information Changes in IL sessions Provide more citation instruction

Drop concept-mapping at third IL session

Incorporate Post-It brainstorming activity for more engagement Meggan Smith, mdsmith@gettysburg.edu
Kayla Lenkner, klenkner@thiel.edu
Amy Dailey, adailey@gettysburg.edu
Kelly Ruffini, ruffke01@gettysburg.edu Questions? Feel free to contact us: Benefits Library Sessions Multiple sessions better than one mega-session

Build upon IL skills learned at previous session

Relationship with librarians Other Courses None with IL as integrated

Drawbacks of single library visits

Applying skills learned to other classes/assignments
Full transcript