Want Better Papers? Start With Better Sources By Susan Hurst Joseph Leonard Lilly Conference, Miami University November 18, 2005

WHAT ABOUT YOU?? Are you happy with the quality of students’ work? Are you happy with the quality of students’ work? Does your school require students to learn about library resources? Does your school require students to learn about library resources? Do you have librarians come into your classes? Do you have librarians come into your classes? How much attention do you pay to students’ bibliographies? How much attention do you pay to students’ bibliographies? What resources do you use for your own research? What resources do you use for your own research?

RATIONALE FOR OUR STUDY Poor Term Paper Quality Poor Term Paper Quality Too Much Dependence on Internet Sources Too Much Dependence on Internet Sources Library Resources Not Being Utilized Library Resources Not Being Utilized How Can We Change This? How Can We Change This?

WHAT WE DID Collaboration between Faculty and Librarians Collaboration between Faculty and Librarians International Business Class International Business Class Fall 2004, Spring 2005 semesters Fall 2004, Spring 2005 semesters 2 sections received Library Instruction, 1 did not, each semester 2 sections received Library Instruction, 1 did not, each semester 184 students total, 83 received library instruction, 101 did not 184 students total, 83 received library instruction, 101 did not Based on a term-paper assignment Based on a term-paper assignment

THE ASSIGNMENT 9 to 14 page company-based research paper 9 to 14 page company-based research paper Components include company descriptive information, analysis, future recommendations, support of recommendations, conclusions and implications, bibliography. Components include company descriptive information, analysis, future recommendations, support of recommendations, conclusions and implications, bibliography. counts for 20% of course grade counts for 20% of course grade

LIBRARY INSTRUCTION – WHAT’S THAT ALL ABOUT ? Instruction was in the classroom – demonstration by a librarian – no hands-on (NOT ideal) Instruction was in the classroom – demonstration by a librarian – no hands-on (NOT ideal) Demonstrated Library Webpage ( how to access resources off-campus, and library databases Demonstrated Library Webpage ( how to access resources off-campus, and library databaseshttp:// Tailored to a specific assignment Tailored to a specific assignment Stressed databases’ ease of use, cost (FREE to students – already paid for through tuition), quality of results, often full-text online Stressed databases’ ease of use, cost (FREE to students – already paid for through tuition), quality of results, often full-text online

WHAT IF YOU DIDN’T GET LIBRARY INSTRUCTION? 3 minute talk by professor 3 minute talk by professor Citation style and format Citation style and format No requirement for number of citations No requirement for number of citations Don’t rely too heavily on company homepage Don’t rely too heavily on company homepage Go to the library or use library resources online (no further instructions about using library resources though). Go to the library or use library resources online (no further instructions about using library resources though).

DATA ANALYSIS Analyzed bibliographies from the term-paper assignment – looked at each citation Analyzed bibliographies from the term-paper assignment – looked at each citation Compared resources used among students receiving library instruction vs. resources cited by those that did not have instruction Compared resources used among students receiving library instruction vs. resources cited by those that did not have instruction Where did the sources come from (journal article, library database, book, Internet, other)? Where did the sources come from (journal article, library database, book, Internet, other)? Statistical analysis done with Minitab Statistical analysis done with Minitab

WHAT WE FOUND Students that received library instruction – Used significantly more library resources Used significantly more library resources Used significantly more types of materials Used significantly more types of materials Turned in significantly fewer papers where the only citations were from the Internet. Turned in significantly fewer papers where the only citations were from the Internet. Did not have significantly improved paper or course grades. Did not have significantly improved paper or course grades.

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CONCLUSIONS Students do benefit from Library Instruction. Students do benefit from Library Instruction. They appreciate resources but are often unaware of their existence. They appreciate resources but are often unaware of their existence. Students will utilize what they know. Students will utilize what they know. Grade bibliographies as carefully as you do papers. Grade bibliographies as carefully as you do papers. Better papers start (and end) with better sources. Better papers start (and end) with better sources.

QUESTIONS ?????

HOW TO CONTACT US Susan Hurst Business Librarian Miami University 202 King Library Oxford, OH Joseph Leonard Management Professor Miami University 313D Laws Hall Oxford, OH