Footholds and Foundations: Setting Freshmen on the Path to Lifelong Learning
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Transcript of Footholds and Foundations: Setting Freshmen on the Path to Lifelong Learning
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Footholds and FoundationsSetting Freshmen on thePath to Lifelong LearningGayla Byerly, Annie Downey, & Frank GosnellLOEX of the West 2006, Hawaii, HI
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Basic Background Facts
University of North Texas • Core curriculum = lists of electives
• Required courses include:• Basic U.S. History • Political Science• Freshmen English (1310 & 1320)
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ACRL Standards
Library instruction sessions teach ACRL Information Literacy Competency Standards for Higher Education within our curriculum
•Research skills•Catalog searching•Database searching •Help from a librarian
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Success?
English Library Instruction Sessions•Average about 80 sessions per
academic year•Four years of successful
collaboration with the English department
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Assessment Options
• Paper surveys• Online surveys
• Problem:• Students report what they think they know
• Goal: empirical evidence of learning• Solution:
• Create our own performance-based software
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Software Development
General Requirements•Provide assessment on each student
PC•Collect anonymous individual results•Collect browser activity for each PC
only during actual testing timeframe•Start assessment simultaneously for
all students from teacher PC
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Software Development
Requirement• Provide assessment on each student PC
Solution• Use HTML forms that collect info as students
interact with the forms while taking the assessment
• Submit assessment forms to a web server that will save the results to files for viewing / analysis
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Software Development
Requirement• Collect anonymous, individual results
Solution• Use host name of PC as identifier to link
together pre-test and post-test results for comparison
• Student names are never obtained
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Software Development
Requirement• Collect browser activity for each PC only
during actual testing timeframe
Solution• Custom program to monitor start / stop
times and analyze browser history for both pre-test and post-test individually
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Software Development
Requirement• Start assessment simultaneously for all
students from teacher PC
Solution• All files installed on each PC at every reboot• NetSupport School – from one PC, you can…
• Reboot all student PCs simultaneously• Run executables on all student PCs• Distribute files to one or all PCs, if needed• Monitor student PC activities
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Assessment Tool
Development of Assessment Tool• Worked with Frank Gosnell to develop
software• Identified skills necessary for success at
research paper assignment• Prepared questions that demonstrate
skills• Identified URLs that point to success in
demonstrating skills
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Assessment Instrument
Step 1:
How likely are you to ask a librarian for help?
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Assessment Instrument
Step 2:
From theUNT Libraries’homepage,find the Webpagethat has help froma librarian.
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Assessment Instrument
Step 3:
Perform a subject search forRobertFrost in the librarycatalog.
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Assessment Instrument
Step 4: Perform a search inAcademicSearch Premierfor thetermRobertFrost.
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Basic Background Facts
UNT Library Instruction
• 900 English 1320 students attended a library instruction session in Fall 2005
• 1475 English 1320 students attended a library instruction session in Spring 2006
• Total = 2375 students
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Basic Background Facts
UNT Library Instruction Assessment
• 48 English 1320 classes completed the assessment in Fall 2005 & Spring 2006
• 90 minute class sessions only• Completely anonymous• Institutional Review Board approved• 499 useable results
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Library Anxiety – Pre-test
How likely arestudents to ask for help from a librarian?
Very =40%
Somewhat = 30.72%
Neutral = 17.11%
Not at all = 2.47%
No response = 9.69%
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Library Anxiety – Post-test
How likely arestudents to ask for help from a librarian?
Very = 57.11%Somewhat = 27.8 %
Neutral = 7.63%
Not at all = .21%No response = 7.22%
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Library Anxiety – Comparison
Pre-testPost-test
Change
Very 40% 57.11% 17.11%
Some-what
30.2% 27.8% 2.4%
Neutral 17.11% 7.63% 9.48%
Not at all 2.47% .21% 2.2%
No response
9.69% 7.22% 2.47%
Positive Results Up
14.71%
Neutral ResultsDown
11.68%
NegativeResultsDown2.2%
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Results – Pre-test
What do students know in terms of basic library technology skills when they first start college?
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Results – Searching Skills
Help page 68.04%
Catalog 1.24%
Academic Search Premier 16.49%
0%
20%
40%
60%
80%
100% Successful
Pre-test Results
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Results – Analysis
Our thoughts on students’ basic library technology skills on college entry:
• Basic searches essential to information literacy• Foundational building blocks
• Necessity of evaluation skills• Using library resources makes evaluation
easier
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Results – Post-test
Do students understand some tools better than others after instruction?
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Results – Searching Skills
Help page 58.56%
Catalog 11.13%
Academic Search Premier 49.69%
0%
20%
40%
60%
80%
100%Successful
Post-test Results
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Results – Analysis
Percentage changes between students’ pre-test and post-test results:
• 33.2 % increase in ability to search Academic Search Premier.
• 9.89% increase in ability to search the catalog.
• 9.48% decrease in ability to find help from a librarian.
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Results – Analysis
Questions about the comparison of pre-test and post-test results:• Why is there such a difference between
the level of students’ ability to search the catalog and Academic Search Premier?
• Why did ability to find the Help page decrease between the pre-test and post-test?
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Results – Analysis
What we show in class.
What we should show.
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Results – Post Post-test
Are students retaining what we are teaching?
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Results – Searching Skills
Help page 73.70%
Catalog 7.80%
Academic Search Premier 47.43%
0%
20%
40%
60%
80%
100%Successful
Post Post-test Results
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Results – Analysis
• Ability to find Help page in the post post-test is significantly higher than it was in both the pre and post-tests.
• Only slight decrease in post-test and post post-test catalog and Academic Search Premier
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Results
Pre-test Post-testPost Post-test
Help 68.04% 58.56% 73.7%
Catalog 1.24% 11.13% 7.8%
Academic Search Premier
16.49% 49.69% 47.43%
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Conclusions
• Catalog is much more difficult for students to use
• Even though only doing one-shot instruction, students are retaining the skills
• Library anxiety decreases after library instruction session
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Finally…
• Assessment tool is under development to be offered as either freeware or at a cost recovery.
• For more information on assessment software: http://www.library.unt.edu/assess
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Questions?Acknowledgements:
We would like to thank the following people for their support in this project:
Ellen Truax, Business Librarian, University of North Texas – for her assistance with statistical analysis.
Lilly Ramin, Library Specialist, University of North Texas – for her in-depth literature review and helpful assistance and feedback throughout the project.