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Getting to Know Today’s College
Students
The Undergraduate Research Project at the University of Rochester
Presenter: Vicki BurnsUniversity of Rochester
June 6, 2008
University of Rochester• Private, research institution (RU/VH)• Located in upstate New York in an urban area
of about 900,000 people• Enrollment Fall 2007
– Undergraduates 6359– Graduates/Medical Students 4318
• 66 Professional staff; 49 Support staff• Residential campus
Project Background
• IMLS grant 2003-2004 to study faculty work practices
• Libraries hired an anthropologist
• Used ethnographic methods
• Results made us want to learn more
What do undergraduates REALLY do
when they write research papers?
• Research begun Fall 2004• Led by Anthropologist Nancy Fried Foster• Used ethnographic research techniques• Pre-study: faculty interviews• Objectives broadened to gain broad insight
into student lives• More than 100 students participated• More than 1/3 of library staff involved
Methodologies used– Retrospective interviews– Photo Surveys– Mapping diaries– Reference desk survey– Interviews in student union– Design workshops for web page– Design Charettes– Late night dorm visits
Faculty Interviews
• Assume we are teaching research methods• Expect their students know how to find
research materials• Students lack critical thinking skills• Unable to develop a thesis for papers• Lack good writing skills
Faculty commented more extensively on the problems of writing and critical thinking than on those related to locating appropriate sources
Retrospective Interviews
• Recently completed research paper• Described what they did from the assignment
to turning it in• Each step was illustrated on a post• Interviews video-recorded and transcribed• Most interviews done by Nancy Fried Foster
Next Steps
• Research team and librarians co-viewed videos, transcripts and drawings
• Co-viewing – Created shared experiences for discussion
and brainstorming– Engendered widespread staff participation
Photo Survey
Something you couldn’t live without
Reference Desk Survey
Carlson Library Rush Rhees Library
Evening Interviews in Student Union
“To participate, you must:
• Be an undergraduateAND• Working on a paper
that requires you to find books and/or articles
OR• Working on a project
that requires you to find data”
Mapping Diary
Late Night Dorm Visits
Design Workshop for Web Page
Design Charette
Design Charette
• Walk-in participation
• Imagine the library has a big, new, empty space . . .
• Ideas carried into actual design for collaborative space
Mahogany bookshelves,Old style lampsNice cozy feel
Computer Loungewith 802.11g WiFi
With Nintendo WiFi Connection
Movies and video games on big projection screen
We asked…we listened…we changed…
What did we learn?
Students . . .• Worked on papers in chunks, with days or
weeks in between• Asked family and friends for help choosing a
topic or editing their papers• Assumed Google searches included the library • Did evaluate resources – just not all the ways
that librarians recommend• Didn’t remember who gave their library session
Design Charette• Flexibility to meet a variety of needs• Comfort with “family room” feel and attention to
environment• Technology - computers, printers, scanners,
whiteboards, “mini Kinko’s”, chargers, etc.• Staff support for checking things out, tech help,
food, reference, writing• Resources – books, magazines, DVDs, reference
books and popular reading
Dorm Observations
• Stimulating - lots of distractions– music– video games– people
• My room is your room• Freshman vs. Upperclassman
Retrospective Interviews Most had had a library instruction session Expected to do well Found articles and books fairly easily, simply
changed topics if did not find enough Consulted with parents Found developing a thesis, organizing, and writing
difficult Several had consulted a librarian
• Students are on the go for hours at a time• They do more than just attend classes• They eat quick meals, at odd times,
sometimes just snacking wherever they are• They carry their belongings with th em• They use technology everywhere• They need a variety of facilities and services• Every day is different
Reference Desk Interviews Students did not come to desk “cold” All had tried to find information on his/her own Most students knew names of databases and had
used 1-2 of the them All students reported reference assistance had
helped them Save time Learned about resources, the library, and how to search
Dissatisfaction with the technique Interviewed students immediately after assistance Librarians uncomfortable with asking questions
and often to busy to adequately follow-up at the desk
What They Said• Most cared about their papers and felt they
had sufficient time to complete them• Considered professors and TAs the subject
experts• Some problems organizing and writing –
knew about the College Writing Center• Most used library catalog and databases, but
equated librarians with books• All expected to do well, or as well as needed
In summary, we found students: Confident about their ability to find
information Heavy users of libraries’ catalog and
databases Do not take the first hits from a Google search Divide their research and writing into chunks
For reference/subject librarians some sobering results: Lack of clarity about role of librarian or even what
library staff had come to their class Equate librarians with books See faculty or teaching assistants as subject experts Consulted with a librarian on faculty
recommendation
Brief look at library instruction at UR No formal information literacy program Integrated into courses with assignments
requiring library research Library instruction in just about all first year
writing classes Mixed success in other classes, depends on
assignments, subject librarians, and interested faculty
So what have we done ?
• Strength our subject librarian/department liaison program For some, faculty interviews opened
communication Embedded Librarians Course Pages Include faculty in decisions when feasible Offer more options to faculty
Collaboration with College Writing Center Built on a strong foundation of good will Reflects the synergy between research and writing Development of librarian tutors Working with the writing fellows Conducting research and presenting Increased presence in the pedagogy training of
instructors
Critical Evaluation of teaching methods Meetings to focus on teaching Led by Suzanne Bell, ACRL, Institute for
Information Literacy: “The Intentional Teacher: renewal through informed reflection.” (2006)
Review and trade teaching techniques; develop unique materials
Emphasis Develop clear goals with instructor Less lecturing and fewer demos; active
involvement of students Refine and limit amount of information presented Get the students started; make certain they know
how to get further assistance Creative ways to teach the basics
Developed theme “every class has a librarian” Course pages Parents Breakfast Scare Fair Appointments/ business cards at desk
Whoooo’s working late?
Night Owl Librarians
Help with assignments and papers
Sunday – WednesdayMarch 26 - 29 and April 2 – 5
until 11 PM
Call: 275-4478 Rush Rhees Reference
275-4465 Carlson Library Reference
IM: askURlibrary
We asked…we listened…we changed…
http://www.santafeopera.org/2008/2008seasonoverview.php
Web Page Development• Many students want to be able to access
library resources just as they use Google---no directions or assistance
• Students’ days follow a different schedule than that of library staff
• Want to have all their “stuff” in one place
Web Redesign Early Concepts
• And we have a new Dean and Vice Provost of the Libraries:
Vice Provost Susan Gibbons
Long-term Benefits• Understand how our undergraduates live and
work on campus• Understand their use of the library• High staff participation and engagement• Greater comfort and lower overhead for trying
new ideas• Continuing this type of research
Would we do it all again?
Would we change what we did?
Has it made a difference in our libraries?
Staff participation Development of interview and workshop
procedures Video recorded and transcribing of interviews Co-viewing interviews Interviewed faculty and students Developed new programs: Night Owl librarians,
Orientation Breakfast
Quotes from Library Staff • The study “engendered a shared
understanding” that made “things I knew in an intellectual way … more real.”
• The study “fostered innovation in small grassroots ways ... with a new exploratory openness to trying things.”
http://www.ala.org/ala/acrl/acrlpubs/downloadables/Foster-Gibbons_cmpd.pdf
Our Students Are Not Yours• Try doing your own research• With or without an anthropologist or
sociologist• Campus not required• Start small to develop staff expertise and
confidence• Encourage widespread staff participation