ONE OR MANY? ASSESSING DIFFERENT DELIVERY TIMING FOR INFORMATION RESOURCES RELEVANT TO ASSIGNMENTS DURING THE SEMESTER. A WORK IN PROGRESS June 11, 2012 Amy S. Van Epps and Megan R. Sapp Nelson Engineering Librarians, Purdue University

INTRODUCTION

OPPORTUNITY 3 Information Literacy opportunity with different sections of the same first year course Fundamentals of Speech Communication Associated with engineering learning communities Different delivery models a single, 50 minute lecture early in the semester four, approximately 12 minute lectures to be offered just before each assignment was given Material presented was coordinated LibGuide to minimize variation

RESEARCH QUESTION 4 Is there a noticeable difference in the quality of citations in student assignments when “just-in-time” instruction is used as opposed to a “one-shot” session? Hypothesis Sections which received the just-in-time instruction would have better citations, both in quantity and quality than the section which received the one-shot session.

METHODS AND SAMPLE

METHODS 6 Study Group All students in 3 sections of the course Data Outlines with references required for each assignment Data received by librarians after anonymized Reference Analysis Done using a framework to identify resource type and quality of intended audience and purpose

SAMPLE SELECTION 7 Sampling Random sample of outlines for coding Analysis Set 5 bibliographies for each assignment (1-3) per team 3 bibliographies for final assignment per team 36 bibliographies 233 references 124 references from just-in-time set; 109 from one-shot

Based on the work of Wertz et al (2011) Resource typeQuality Book Periodical Web Facts & Figures Unknown Inter-rater reliability, consensus estimate 84.1 percent agreement CODING FRAMEWORK 8 Scholarly Popular Informative Biased Medium High Low

RESULTS AND DISCUSSION

RESULTS 10 Average number of references per outline All assignments required a minimum of 3 references. Just-in-time (n=124)One-Shot (n=109)Total (n=233) Individual Assignments (#1-3) * Group Assignment (#4) All assignments * Statistically significant difference (p<.05)

QUALITY OF RESOURCES USED 11 * Statistically significant difference (p<.05) Quality Embedded n=124 One-Shot n=109 Significance High*43.6%22.9%(Z= 3.31, p<.001) Medium*51.6%65.2%(Z= -2.06, p<.05) Low*2.4%9.2%(Z= 2.24, p<.05) Unknown2.4%2.7%(Z= -0.16, p=.873) High, medium, and low quality sources all show statistically significant differences between sections.

COMPLETENESS OF CITATIONS 12 Difference for Incomplete May reflect differences between raters more than differences in student abilities. APA format was not taught by the librarians complete reference = presence of all elements * Statistically significant difference (p<.05 ) CompletenessEmbed.One-ShotSignificance Complete55.7%60.6%(Z= , p=.453) Improper29.8%32.1%(Z= -0.37, p=.712) Incomplete*12.1%4.6%(Z= 2.03, p<.05) Unknown2.4%2.7%(Z= -0.16, p=.873)

TYPE OF RESOURCE 13 Significantly different distribution of resources between sections. One-shot students use many more web resources. Just-in-time students split between journals and web resources. * Statistically significant difference (p<.05) TypeEmbed.One-ShotSignificance Monograph6.5%4.6%(Z= 0.617, p=.535) Periodical*48.4%9.2%(Z= 6.52, p<.001) Web*41.9%83.5%(Z= -6.50, p<.001) Interpersonal0% Unknown2.4%2.7%(Z= -0.16, p=.873) Fact & Fig.0.8%0%

DISCUSSION 14 An apparent benefit can be see with just-in-time teaching Use of more high quality resources Use of more periodicals Frequently visits = opportunity for follow-up Overall use of popular and informative resources Medium quality; 59.9%  not surprising to the authors Speech communication is well suited to popular resources Less requirement of research or scholarly publications than design assignments or research papers 93.4% of the resources used were classified as informative

CONCLUSION

16 A correlation exists embedded just-in-time teaching approach and the quality of reference sources used can be seen. Still unknown… if the library instruction model is responsible for the difference

QUESTIONS?