1. https://tinyurl.com/2017ATS
Library Research in the Digital Age: Expanding Beyond Information Literacy
Donna Ziegenfuss, Ed.D.
Associate Librarian
Graduate & Undergraduate Services

2. Session Objectives By the end of this session, you will have:
Reflected on your own information and research behaviors and skills or those of your students
Developed an awareness of what the literature claims about how students “do” library research
Compiled some new ideas, strategies, resources, and models for to empower yourself or your students to conduct more effective library research

3. Let’s Start Off with a Question
Think about your own experiences doing library research, or if you are teaching, what you have observed about how your students do library research.
What are the ‘bottlenecks’ where students (or you) get stuck as they (or you) do research?
Talk to your neighbor and then we will have a report back on your top bottleneck areas.

4. Why is Research Difficult for Students?
McClure & Purdy, Eds., 2013
This is what the current research claims students experience when doing research :
A daunting and frustrating process
Involves information overload
Takes too much time and is too difficult
Requires the use of difficult and confusing tools
Not as easy as using Google
Don’t understand the recursive nature of the research process
Not clear about how the electronic information is organized

5. For Example

6. Other Findings in the Research Literature
Poor Strategies for Searching
Students are heavy users of the internet, not scholarly resources
Students say they value scholarly resources but don’t always recognize them or use them
Most common strategy – The Hub and Spoke Method – back and forth to search page
Good Strategies for Searching
Evidence of Digital Browsing Skills – quick scanning of sources for information with a strategic searching plan
Information Mining – focusing on deep analysis of good articles
Find treasures in the article reference list
Journaling of words found, authors, common journals

7. How Can We Help Students be Better Researchers
Emphasize the importance of uncovering good search keywords
Help student understand the limitations and benefits of library databases (some are general; some discipline specific)
Teach them to use good criteria for evaluating sources
Nurture their “scholarliness” or curiosity to become active participants in research or model how to act like a researcher
Get beyond focusing on basic digital database skills, & model how searching connects to other useful academic skills (ex. reflection, exploration, discovery, team work)

8. Think about the Types of Searching
Content Driven Searching – Knowledge Reporting
Less time and effort
Method used by more inexperienced researchers
Issue Driven Searching – Knowledge Creating
Have a purpose for searching
Use an angle to uncover information and report on that through synthesis, used by more experienced researchers
Harder for students to just use the search once and done approach

9. The Research Process

10. Information Seeking Behaviors/ Process
Library Research
Process
Writing
Process
Information Seeking Behaviors/ Process

11. Information Behaviors/ Process
Research
Process
Writing
Process
Information Behaviors/ Process
Digital
Tools
(Technology)

12. Why is it important to help developing scholars acquire digital skills for research?
To prepare students for 21st century research
Engage students in the process of research
Improve information organizational skills
Develop skills needed to collect, and understand data that can be transferable to other problems
Improve informational analytical skills
To prepare students for changing research models, strategies, and tools
Adjust to new emerging research models
Tools are continually changing and students need to understand how tools work so they can transfer skills

13. Broad Strategies/Concepts for Integrating Digital Skills
Research Process
Information Behaviors
Writing Process
Articulate and encourage a recursive research process (McClure & Purdy, eds. 2013)
Think of research as conversation around topics (McMillian & Hill, 2005)
Help to develop a culture of research (undergraduate/research) and share what researchers do
Build on students’ prior experiences with the research process (meet them where they are)
Develop collaborative relationships around the process of research/writing
Ask your students how they work with information to leverage prior experience
Use Google, Wikipedia, blogs and wikis as pre- search tools (McClure, 2011)
Focus teaching on the why of scholarly research not just how to use the scholarly resources
Incorporate web 2.0 strategies to build on digital behaviors they already have
Use collaborative digital technologies to engage discussion and sharing
Intervene early – the topics and sources students use impact the final product
Consider other projects such as primary research projects, I-Search papers, research logs
Think about creating knowledge not just demonstrating acquired knowledge
Look for ways to exploit digital technologies to make explicit connections between research and writing
Writing can include collaboration and learning to critique is an important aspect of writing

14. Specific Ideas for Using Digital Strategies and Tools
Research Process
Information Behaviors
Writing Process
Use “googlepedia sources” to find out about the conversation around topics
Use concept mapping and other visual strategies for brainstorming research topics (free tool- Cmap)
Teach students how to “mine references” for clues to keywords, other subtopics, other authors
Use citation sharing tools for collaborative writing projects (zotero, endnote web, delicious)
Set up Google Scholar settings - “Get it t the U”
Teach how to organize the research process using bookmarks and collaborative tools like zotero or endnote web or box.utah.edu and gcloud.utah.edu
Teach the special database features that will make finding resources easier (faceted searching, filters, subject indexes, folders)
Use “find” feature to search for keywords in articles
Mine keywords in articles
Check out Youtube for possible lectures on topics (esp. TED talks)
Use Google Docs for collaborative writing
Include multi-media/multi-genre options for research
Use the Dragon speaking app on phone or tablet to talk out your paper ideas
Plan out writing sessions (set time limits, write a plan for writing)
Discuss and acknowledge the anxiety about writing, talk about how you write – personal tips
Participate in peer review activities

15. Writing Program Administration WPA Outcomes Statement for First-Year Composition
Specific Section on using digital tools for writing: By the end of first-year composition, students should be able to:
Use electronic environments for drafting, reviewing, revising, editing, and sharing texts
Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources
Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts
Engage in the electronic research and composing processes common in their fields
Disseminate texts in both print and electronic forms in their fields 

16. Framework for Success in Postsecondary Writing
8 Habits of Mind
Curiosity
Openness
Engagement
Creativity
Persistence
Responsibility
Flexibility
Metacognition
Endorsed by the Council of Writing Program Administrators,
the National Council of Teachers of English, and the National Writing Project.

17. Some Other Recommendations
Pedagogy first – then Technology
Consider context and student motivation issues when designing any research/writing learning activity
Provide clear communicated expectations of learning activities (Assignment Transparency Project)
Ensure learning activities are aligned with assessment and learning outcomes for the module and/or course (Alignment Grid)
Skype for research consultations and writing, use audio comment feature in Canvas

18. Ask for Help!!!!
Online (chat or ) OR
Face-to-Face

19. How We Can Help You
Why recreate the wheel for finding research resources … we already have them and we can help you and your students find resources more efficiently?
There are library staff that can help in your courses – we do workshops, guest lectures, help faculty find research for their teaching and research.
We can create a Canvas page to import into your course
Use our Library/Subject Guides as starting points
Just enroll us as a TA in your and we can field questions in a discussion forum

20. Available Library Resources
Library Guides by discipline (online library research help guide
Library liaisons for each discipline
Allyson Mower, librarian who is a copy right expert
Course Reserves request to connect library resources to Canvas courses
Steaming video to link to courses

21. We now have library learning outcomes
Canvas Page of Teaching Resources
Library Instruction Outcomes
Planning for Library Teaching Guidelines based on the QCF phases and library values
Handouts on Research Strategies
Library Assignments and Resources you can use in your course
Coming Soon!!! OER Library Guide with disciplinary OER links

22. Other Resources: OERs
Open Education Resources (OER) – objects, textbooks, courses, videos, modules, etc. created with an open license and in the public domain
Created with the purpose of sharing
Freely available to use and link to
Aggregated in searchable repositories:

23. Advantages of OERs
Cost and time saving
Variety and flexibility
Easy to incorporate
Different media formats for teaching diverse student population
Fast to incorporate – no development time
Disadvantages of OERs
Discoverability - lack of awareness Time consuming to find
No commitment to sustain or update materials you find
Inconsistent evaluation of materials
Ownership issues

24. About OERs
Open Washington Workshop on how to use OERs – explains different licensing options
Why OERs have not taken off (Educause)
Campus Technology Mag 16 sites for OERs and whole issue on OERs
JISC UK OER wiki site
(National Academies Press)
National Science Digital Library
Digital Library of America (DPLA)

25. Open Textbooks http://open.umn.edu/opentextbooks/
Searching OER textbooks by topic

26. Donna Ziegenfuss