: Challenges and Opportunities Teaching Users to "Cite it Right" Cecile Farnum and Dana Thomas Ryerson University Library

Agenda  What is RefWorks?  ACRL Standards  Impact on library instruction  Challenges and opportunities  RW Ryerson and beyond  Future Directions  Discussion

ACRL Standards The information literate student: 1. defines and articulates the need for information. 2. accesses needed information effectively and efficiently. 3. evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. 4. uses information effectively to accomplish a specific purpose. 5. understands many of the ethical, legal and socio-economic issues surrounding information and information technology

Components of Library Instruction  Typically involves the tried and true topics: Boolean logic Catalogue Databases Peer Review Live demo or hands-on Referral to service points (ACRL Standards 1-3)

The Forgotten Ones: What about standards 4 and 5?  Often considered to be outside of the library realm: why?  Length of library instruction  Expertise?  Someone else’s responsibility –  faculty  writing centre,  initiative of individual student

Academic Integrity (AI): what is it?  A set of values which promote honesty and genuine learning in education  We hear about the ‘don’ts’ of AI: cheating, plagiarism, paper mills, copy and paste culture  Intentional vs. unintentional violations of AI

Current Climate of AI  Prevention vs. punishment model teachable moments Turnitin.com as a teaching-learning tool – stay tuned! Promotion of AI on campus – posters, tutorials, websites “It takes a village” approach – collaboration is key to building a culture of AI

RefWorks: What is it?  Web-based, bibliographic citation manager  Interfacing between library catalogues and licensed databases  Users can collect and organize bibliographic citations  Create bibliographies  Insert in-text citations using Word

RefWorks touches on (and blurs) the lines between:  Traditional library instruction  Library  Writing support – proper citation  Writing Centre/Peer tutors  Academic integrity – anti-plagiarism  Faculty/Writing Centre/AI Office  Software skills – Word and Write N’ Cite  Technology support

So…how does this impact LI and librarian roles? Teaching RefWorks requires knowledge of citation styles Inclusion of paraphrasing exercises and examples in instruction Troubleshooting with students on APA style Faculty request instruction on proper citation style Librarian / Writing Support?

Ryerson and Beyond  Drop-in workshops primary mode of RefWorks library instruction No prerequisite knowledge of citation styles is required Most frequently offered as a single session, or as a pair of basic and advanced sessions

RefWorks Drop-in Session The quality and accuracy of your bibliography can make or break your essay. The rule of thumb is this: If you’ve used any type of information while researching your paper (for example, books, journal articles, web sites, interviews) you MUST give credit to the author or source of that information in your bibliography. Failure to do so may be considered plagiarism – a violation of the Student Code of Academic Conduct. – that can result in failure in the course, or a Disciplinary Notice on your record. Learn how to manage your research and create excellent bibliographies using RefWorks, a powerful online tool that will help ensure that you’ve cited all your sources the right way.

Challenges  Skills vary among participants Database searching and navigation skills Technical skills “I’m not very good with computers” Citation and bibliography experience Familiarity with library resources in general

Challenges (continued)  Needs and expectations vary among participants Expectation to cover citation as main emphasis of the session Expectation that RefWorks is 100% automatic i.e. no editing or citation knowledge required Advanced users may be bored with portions that are review of databases and citation style rules

Special Challenges for the ‘Net Gen’  Comfort with technology  Expectation of immediacy  Evaluation of information is difficult Distinguishing between different types of online resources Unfamiliar with print equivalents of online resources  Attention span and multi-tasking  Unfamiliar with rationale for citation Postmodern ‘collage’ as norm Technical ease of copying content from digital

Challenges for the Librarian  Time is limited  Difficult to know how much context is required for any given group  Difficult to “sell” RefWorks to students who have never had to follow a citation style  Technical requirements for successful demonstrations  Product is updated

Missed Opportunities in Drop-in Format  “Teachable moments”: Boolean logic, database selection, citation guidance, paraphrasing exercises, evaluating information, anatomy of citations, academic integrity  Advanced features go unnoticed?  Session cannot be customized to suit participant needs

Steps Taken beyond Drop-in  Formation of a RefWorks teaching team  ACS102 Learning and Development Strategies  RW links included in academic integrity websiteacademic integrity website  Sessions for: subject librarians & library staff faculty & research assistants  Instructional videos (Camtasia) online

Inspiration from other institutions  RefWorks, Writing and Word Instruction (see notes for descriptions): University of Guelph, Ontario Canada University of Guelph Claremont McKenna College, Claremont CA USA Claremont McKenna College  Many others offering 90 minute sessions and 2 part sessions for basic and advanced features.

Opportunities Identified  Partnerships: Writing centre Academic links Faculty  Additional instruction options: Advanced Sessions Citation sessions as prerequisite RefWorks for theses Virtual instruction/webcasts RefWorks options for faculty

Future Directions  Shared online instructional materials integrating citation, RefWorks, paraphrasing etc.  Integration of RefWorks materials within course management software  Blog/wiki format for RefWorks support to facilitate peer-to-peer knowledge sharing about RefWorks  MOST IMPORTANTLY – extend knowledge about RefWorks beyond the library to create multiple pathways into RefWorks

Discussion Questions  How do you approach RefWorks instruction at your institution?  What kind of feedback are you getting?  What’s working? Not working?  Are you collaborating with any groups outside library staff re: RefWorks promotion and support?

References & Recommended Reading Auer, N. J., & Krupar, E. M. Mouse click plagiarism: The role of technology in plagiarism and the librarian's role in combating it. Library Trends, 49, 415. Bronshteyn, K., & Baladad, R. (2006). Perspectives on … librarians as writing instructors: Using paraphrasing exercises to teach beginning information literacy students. The Journal of Academic Librarianship, 32(5), Grimes, D. J., & Boening, C. H. (2001). Worries with the web: A look at student use of web resources. College & Research Libraries, 62(1), Lampert, L. D. (2004). Integrating discipline-based anti-plagiarism instruction into the information literacy curriculum. Reference Services Review, 32(4), Oblinger, D., & Oblinger, J. (2006). Is it age or IT: First steps toward understanding the net generation. CSLA Journal, 29(2), Sheridan, J. (1992). WAC and libraries: A look at the literature. Journal of Academic Librarianship, 18(2), Swartz, P. S., Carlisle, B. A., & Uyeki, E. C. (2007). Libraries and student affairs: Partners for student success. Reference Services Review, 35(1), Wood, G., & Warnken, P. (2004). MANAGING TECHNOLOGY academic original sin: Plagiarism, the internet, and librarians. Journal of Academic Librarianship, 30(3), Check REFSHARE SITE for updated readings and resourcesREFSHARE SITE

Thank you! Cecile Farnum Dana Thomas