Adding an Integrated Library Component to an Undergraduate Research Methods Course

Abstract

As undergraduate students increasingly rely on the Internet as their primary method for gathering sources, they often overlook the rich and varied resources available to them in library collections. Furthermore, students often lack the sophistication to effectively seek out and use information, an ability generally referred to as information literacy. Political scientists and librarians at one institution sought to address the gap in student information literacy skills by creating and implementing a semester-long library lab component integrated into the required research methods course within the political science department. This article presents the steps taken to implement the lab component, including the student learning outcomes we sought to address. We also focus on the measures we used to assess the impact of the lab component. Students who participated in the lab component demonstrate markedly improved information literacy skills compared to those who did not.

A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration

“…One solution, as demonstrated in numerous empirical studies, is for faculty and librarians to work collaboratively to promote information literacy. Indeed, a growing body of research indicates that student learning is enhanced when faculty and librarians work together (Manus, 2009;Cassidy & Hendrickson, 2013;Gilbert, Knutson, & Gilbert, 2012;Hearn, 2005;Lampert, 2005;Lindstrom & Shonrock, 2006;Mackey & Jacobson, 2005;Pierce, 2009;Maybee, Carlson, Slebodnik, & Chapman, 2015;Porras-Hein & Miller, 2004;Rinto & Cogbill-Seiders, 2014;Stevens & Campbell, 2008). Yet, here, too, we are faced with ambivalence.…”

“…Some studies take a maximalist approach, suggesting revamping student learning outcomes at the curricular (or campus) level, integrating multiple (five or more) library instruction sessions into courses, meeting individually with students at each step of the research cycle, faculty-librarian team teaching, or adding a hands-on semester long research lab to existing courses (Atwong & Heichman Taylor, 2008;Cassidy & Hendrickson, 2013;Gilbert, Knutson, & Gilbert, 2012;Hearn, 2005;Lampert, 2005;Lindstrom & Shonrock, 2006;Mackey & Jacobson, 2005). Others suggest that requiring students to attend just one library session makes a noticeable difference to student learning (Kenney, 2008;Pierce, 2009;Rinto & Cogbill-Seiders, 2014;Walker & Pearce, 2014).…”

“…Indeed, teaching students how to critically engage with source materials and weigh evidence is a central tenet of the longstanding information literacy (IL) movement among librarians in higher education (Association of College & Research Libraries, 1989). Recognition of IL as a core competency can now be found in a number of departments and in a number of disciplines (Kuglitsch, 2015;Weiner, 2014), including history and art history (Cassidy & Hendrickson, 2013;Garland, 2014;Gendron & Sclippa, 2014;Porras-Hein & Miller, 2004;Hicks & Howkins, 2015), political science (Cavdar & Doe, 2012;Bob, 2001;Fitzgerald & Baird, 2001;Gilbert, Knutson, & Gilbert, 2012;Marfleet & Dille, 2005;Stevens & Campbell, 2008;Williams, Goodson, & Howard, 2006;Williams & Evans, 2008), psychology (Dold, 2014;Lampert, 2005), and sociology (Dodgen, Naper, Palmer, & Rapp, 2003;Caravello, Kain, Kuchi, Macicak, & Weiss, 2008;Proctor, Wartho, & Anderson, 2005). IL is also now a common goal of first-year programs at large public universities, community colleges, and private liberal arts institutions (Fain, 2011;Gawalt & Adams, 2011;Gross & Latham, 2011;Karshmer & Bryan, 2011;Kim & Schumaker, 2015;Manus, 2009;Moore, Black, Glackin, Ruppel, & Watson, 2015;Rinto & Cogbill-Seiders, 2015;Samson & Graneth, 2004;Wilkes, Godwin, & Gurney, 2015).…”

Foregrounding the Research Log in Information Literacy Instruction

“…They analyze multiple artifacts of student learning, including research journals. Several examples are cited above in the section on assessment; additional examples include Diekema et al (2011), assessing problem-based learning in IL instruction; Gilbert, Knutson, and Gilbert (2012), comparing-favorably-the IL skills of political science students who experienced a "semester-long library lab" with the skills of those who did not; and Rempel and Cossarini (2013), who did not find increased IL skills in classes taught using active learning techniques compared with classes taught using traditional lectures (p. 51).…”

Improving Digital Library Experiences and Support with Online Research Guides

“…Additional works by Gilbert, Knutson, and Gilbert (2012), Ouellette (2011), andLiu andLuo (2011) indicated student perceptions of the library resources impacts student learning, collection development, and suggested patterns related to how students engage and perceive resources. One of the ways the library takes an active role is to assess the unique needs of their student body.…”