Library 101: How to Help Your Students Become Better Researchers TA/TM Day I Fall 2012 September 7, 2012 Andrea Cameron, Librarian Yolanda Koscielski, Librarian

Google versus Library Databases pDI&feature=related pDI&feature=related -Nashville State Mayfield Library

[Learning Objectives] 1.Know what it means to be information literate 2.Understand how students approach the research process, and where they struggle 3.Be familiar with the suite of library resources and services available to students

[Discussion] Think back to your first experiences with academic research… – What challenges did you encounter? – How did you overcome these challenges? – How did you feel (before/during/after the research process)? – What most helped you to become a good researcher?

Who are your students?

[Who Are Your Students?] 30,091 undergrads 67.2% between the ages of 18 – 22 53% work full/part time 72% reported using library’s quiet study space 27% reported attending library workshops or consultations Source: SFU Institutional Research and Planning, ttp://

[Millennials] Ambitious, achieving Team-oriented Tech savvy, social networkers Expect immediate results Prefer to learn by doing Weak communication skills Want information that is quick and accessible Do not understand that research takes time Settle for good enough search results Intellectually skimming Source: Aubele et al. (2007)

[From Secondary to Post-Secondary Education] Research skills gaps: o Do not understand scholarly information types o Do not know how to develop sophisticated search strategies o Do not know how to evaluate information found o Do not know how to think critically about information found Source: Salisbury & Karasmanis (2011)

[How Millennial Are We?] Pew Research Center – How Millennial Are You: The Quiz

[ACRL Information Literacy Standards] An information literate student is able to… – Determine what kind of information is needed. – Access the needed information effectively and efficiently – Evaluate information and its sources critically – Use information effectively to accomplish a specific purpose – Understand the economic, legal and social issues surrounding the use of information, and access and use information ethically and legally - Adapted from ACRL’s Information Literacy Competency Standards for Higher Education, adopted in 2000

[Kuhlthau’s ISP Model (2004)] Six Stages 1)Task Initiation 2)Topic Selection 3)Prefocus Exploration 4)Focus Formulation 5)Information Collection 6)Search Closure Corresponding Moods 1)Apprehensive, uncertain 2)Cautiously optimistic 3)Confused, doubtful 4)Confident, engaged 5)Interested, purposeful 6)Relief

[Common Research Roadblocks] “Can you explain this assignment to me?” “I can’t find any information on globalization.” “What is peer-review? Where do I find it?” “How do I cite my sources?” “I have a research paper due tomorrow, and I don’t know where to start.” “Can’t I just Google it?” “I don’t think my TA expects us to do that much research.” “I have a citation – how do I get the article?”

[Links] SFU Library website SFU Library Writing & Style Guides Plagiarism Tutorial Journal Articles & Databases Research Guides by Subject Attend a Library Workshop Student Learning Commons Resources to Enhance Your Teaching

[Thank you! Questions?] Andrea Cameron, Yolanda Koscielski,

[References] Aubele, J. et al. (2007). Technology impact on information needs and behaviours of the academic community (pp.1-17). In L.S.J. Farmer (Ed.), The human side of reference and information services in academic libraries. Oxford: Chandos. (pp. 2- 8) Hennessey, S. (2009). Information literacy: Finding information. Sudbury, ON: College Sector Committee on Adult Upgrading. Retrieved from Holiday, W. & Qin, L. (2004). Understanding the millennials: Updating our knowledge about students. Reference Services Review, 32(4), , 12YLZ8FY99F&Show=Object Kuhlthau, C.C. (2004). Seeking meaning : a process approach to library and information services. 2 nd ed. Westport: Libraries Unlimited. Salisbury, F. & Karasmanis, S. (2011). Are they ready? Exploring student information literacy skills in the transition from secondary to tertiary education. Australian Academic & Research Libraries, 42(1), p. 45.