This study measured the quality of student bibliographies through creation of a faceted taxonomy flexible and fine-grained enough to encompass the variety of online sources cited by today's students. The taxonomy was developed via interviews with faculty, iterative refinement of categories and scoring, and testing on example student bibliographies. It was then applied to evaluate the final bibliographies created in BiblioBouts, an online social game created to teach undergraduates information literacy skills. The scores of players and nonplayers were compared and showed a positive impact from the game. Findings of the evaluations of these student bibliographies are discussed.s online searching of digital libraries becomes the primary avenue for student research and digital information sources proliferate, Information Literacy (IL) competence has become fundamentally important for incoming college students. Important IL skills include: mastering the ability to effectively search for information, critically evaluating how evidence is presented in information sources and properly integrating them into research assignments. However, many undergraduate students do not receive this crucial education when they enter college; the majority of institutions that provide firstyear experience programs do not require any information literacy content.1 Academic librarians attempt to reach as many students as they can through a wide range of venues, such as for-credit courses, inclass (often "one shot") training sessions, walk-up assistance at reference desks, and online chat. Yet these outreach methods still reach only a fraction of the student population. The BiblioBouts project uses social gaming to teach information literacy skills to undergraduates alongside their regular coursework. The game is an online accompaniment to the traditional in-class research paper assignment and engages students in each stage of the research process through competitive gameplay. BiblioBouts introduces students to a step-by-step research process in which crl-223
Collaborative work among students, while an important topic of inquiry, needs further treatment as we still lack the knowledge regarding obstacles that students face, the strategies they apply, and the relations among personal and group aspects. This article presents a diary study of 54 master’s students conducting group projects across four semesters. A total of 332 diary entries were analysed using the C5 model of collaboration that incorporates elements of communication, contribution, coordination, cooperation and collaboration. Quantitative and qualitative analyses show how these elements relate to one another for students working on collaborative projects. It was found that face-to-face communication related positively with satisfaction and group dynamics, whereas online chat correlated positively with feedback and closing the gap. Managing scope was perceived to be the most common challenge. The findings suggest the varying affordances and drawbacks of different methods of communication, collaborative work styles and the strategies of group members.
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