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Seeing That Students Succeed:�Rising Expectations and the �Library’s Role in Teaching and Learning
Charleston Library Conference November 4, 2016
Roger Schonfeld, Ithaka S+R @rschon Kate Lawrence, EBSCO @bykatelawrence
What do we mean by success? Not just information literacy, and not just GPA Retention Progression Completion Later life outcomes
Why Focus on Student Success? Defining success of the university Federal and state policy agendas University leaders and faculty members are refocusing on this priority
Institutional Transformations
Source: Jessie Brown and Martin Kurzweil, Institutional Transformation for Student Success (Ithaka S+R, 2016), �available at http://www.sr.ithaka.org/publications/institutional-transformation-for-student-success/
Committing to a student-centered mission and strategic plan Collaboration around student success. Aligning structures, resource allocation, and personnel to the strategic plan Using data to continuously improve
About the Ithaka S+R Faculty Survey
Conducted since 2000 by Ithaka S+R, focused on US faculty A periodic snapshot of practices and perceptions related to scholarly communications and information usage The scholar-centric nature of the questionnaire ensures that potential changes in research and teaching inform our thinking, not only about academic libraries and scholarly publishing, but about changes in the educational enterprise more broadly
Increased interest IN SUPPORTING STUDENTS Please use the 10 to 1 scales below to indicate how well each statement below describes your point of view: My undergraduate students have poor skills related to locating and evaluating scholarly information.
Increased interest IN SUPPORTING STUDENTS Percent of respondents who strongly agreed that their undergraduate students have poor skills related to locating and evaluating scholarly information.
0% 20% 40% 60% 80% 100%
UK
US
2012 2015
Source: Ithaka S+R US Library Survey 2010; US Library Survey 2013
Students & Faculty:�The EBSCO Research
College/University students are a consistent area of focus for EBSCO User Research Group Faculty Ethnographic study underway now – per librarian request and also key influence on student research habits Emerging themes: information literacy skill development, faculty-library/librarian partnerships, digital ecosystems
Recap: US Student Workflow
Decide topic and angle
Open Web Search
Paper Due
“Serious” Research (Library Resources)
Key Differences: Chinese & US Students Chinese students conduct research in episodes. Throughout process students are accessing open web and scholarly sources. In constant contact with faculty member and librarian. Opportunity for impact throughout duration of assignment. US student research is in 2 microbursts: (1) at outset of assignment and (2) 20% of total assignment time before it is due “when my adrenaline is pumping”. Opportunity for librarian to inform and guide is at outset/first microburst of activity.
Researcher: Lin Lin, EBSCO
Information Literacy Responsibility: �Insights
Previous research told us that an active partnership between faculty member and librarian where the librarian co-teaches the research modules in the classroom with the faculty member (not in the library) is powerful.
Example from the most current EBSCO faculty study: Scavenger hunts for students as exercises in skill development “Find x results and take a screenshot and email it to me.” Conducted via Skype. “It never occurred to me to ask the librarian to help this student.”
Faculty & Librarians�More Insight
Spectrum of needs: Adjunct Instructors feeling “hung out to dry”. Faculty aren’t as aware of library resources as they could be. They appreciate dedicated services like book or document delivery direct to their offices, but many have little awareness of the availability of librarians to provide instruction to their students or even to support them in their own research. Studies in the UK about “how to ask” – should apply to students and faculty Researcher: Deirdre Costello, EBSCO
Digital Ecosystems: Faculty Members Faculty habits are significantly different from those of students. Students’ habits and expectations are derived from the open web. Sites consistent with open web experiences gain student’s trust. Faculty habits are based on mental models of how information is organized; workflows and expectations are often very personalized and unique and many products and tools don’t suit these users’ needs. Examples: Citation manager, sharing/downloading processess. Faculty comfortable with “tried & true” methods, less focused on efficiency. Faculty members rooted in familiar habits are teaching information literacy skills to students seeking shortcuts and efficiencies.
Researcher: Deirdre Costello, EBSCO
Discussion
Thank you [email protected] @rschon [email protected] @bykatelawrence
