Evaluating Citation Analysis as a Measurement of Business Librarian Consultation Impact

Sokoloff, Jason; Simmons, R. C.

doi:10.1080/08963568.2015.1046783

Cited by 7 publications

(5 citation statements)

References 14 publications

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“…These methods had been used by other universities examining how consultations impact student learning (Watts & Mahfood, 2015;Yee et al, 2018). Two studies that used citation analysis concluded that qualitative data from the students about their research process would have been helpful to understand the results (Hanlan & Riley, 2015;Sokoloff & Simmons, 2015). Based on these studies, we decided to use team process interviews to explore the process that teams used to find information at different points in the assignment.…”

Section: Methodsmentioning

confidence: 99%

“…From the retrospective interviews, we learned how students applied information from the consultation to complete the assignment, and the team process interviews helped us understand how students worked through the project and the challenges they encountered with finding information for the assignment. In order to make better use of the interviews, we could ask questions to clarify and provide context to the questionnaire responses, like other researchers have suggested (Hanlan & Riley, 2015;Sokoloff & Simmons, 2015).…”

Section: Comparing Data For Effectiveness Of Instructionmentioning

confidence: 99%

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An Evaluation of Methods to Assess Team Research Consultations

Kogut¹,

Melgoza²

2020

EBLIP

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Objective – Due to the individualized nature of consultations and institutional constraints, research consultations can be challenging to assess. At Texas A&M University Libraries, subject librarians use research consultations to teach information literacy to upper-division engineering student teams working on a technical paper project. This paper describes an action research project designed to evaluate which assessment method for consultations with student teams would provide the most actionable data about the instruction and the consultation logistics as well as optimize librarian time. Methods – For three semesters, we simultaneously used up to four consultation assessment methods: one-minute papers, team process interviews, retrospective interviews, and questionnaires. We followed the action research cycle to plan the assessments, implement the assessments, reflect on the data collected and our experiences implementing the assessments, and revise the assessments for the next semester. Each assessment method was distributed to students enrolled in an engineering course at a different point in the technical paper project. The one-minute paper was given immediately after the consultation. The team process interviews occurred after project deliverables. The questionnaire was distributed in-person on the last day of class. Focus groups were planned for after the assignment was completed, but low participation meant that instead of focus groups we conducted retrospective interviews. We used three criteria to compare the assessments: information provided related to the effectiveness of the instruction, information provided about the logistics of the consultation, and suitability as an assessment method in our context. After comparing the results of the assessment methods and reflecting on our experiences implementing the assessments, we modified the consultation and the assessment methods for the next semester. Results – Each assessment method had strengths and weaknesses. The one-minute papers provided the best responses about the effectiveness of the instruction when questions were framed positively, but required the most staff buy-in to distribute. The team process interviews were time intensive, but provided an essential understanding of how students think about and prepare for each progress report. Recruiting for and scheduling the focus groups required more time and effort than the data collected about the instruction and logistics warranted. The questionnaire provided student perspectives about their learning after the assignment had been completed, collected feedback about the logistics of the consultations, was easy to modify each semester, and required minimal librarian time. Conclusion – Utilizing multiple assessment methods at the same time allowed us to determine what would work best in our context. The questionnaire, which allowed us to collect data on the instruction and consultation logistics, was the most suitable assessment method for us. The description of our assessment methods and our findings can assist other libraries with planning and implementing consultation assessment.

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Section: Methodsmentioning

confidence: 99%

Section: Comparing Data For Effectiveness Of Instructionmentioning

confidence: 99%

An Evaluation of Methods to Assess Team Research Consultations

Kogut¹,

Melgoza²

2020

EBLIP

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“…In 1989, Donegan et al used objective quantitative methosds such as postinstruction testing by creating a multiple choice test that was given to students immediately following an instruction session. Reinsfelder (2012) and Sokoloff and Simmons (2015) examined IRCs using citation analysis within the management and business fields. Reinsfelder evaluated the quality of citations used in undergraduate papers, before and after meeting with students individually, whereas Sokoloff and Simmons created an IL rubric, adapted from the Association of American Colleges and Universities rubric, to analyze the performance standards of their group of students.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Impact of Individualized Research Consultations Using Pre and Posttesting in an Academic Library: A Mixed Methods Study

Sikora

Fournier

Rebner

2019

EBLIP

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Abstract Objective – Academic librarians consistently offer individualized help to students and researchers. Few studies have empirically examined the impact of individualized research consultations (IRCs). For many librarians, IRCs are an integral part of their teaching repertoire. However, without any evidence of an IRC’s effectiveness or value, one might ask if it’s worth investing so much time and effort. Our study explored the impact of IRCs on students' search techniques and self-perceived confidence levels. We attempted to answer the following questions: 1) Do IRCs improve students’ information searching techniques, including the proper use of keywords and/or subject headings, the accurate use of Boolean operators, and the appropriate selection of specialized resources/databases? 2) Do IRCs influence students’ confidence level in performing effective search strategies? Methods – Our study used a mixed-methods approach. Our participants were students from the Faculties of Health Sciences and Medicine at the University of Ottawa, completing an undergraduate or graduate degree, and undertaking a research or thesis project. Participants were invited to complete two questionnaires, one before and one after meeting with a librarian. The questionnaires consisted of open-ended and multiple choice questions, which assessed students' search techniques, their self-perceived search techniques proficiency and their confidence level. A rubric was used to score students' open-ended questions, and self-reflective questions were coded and analyzed for content using the software QSR NVivo. Results – Twenty-nine completed pre and posttests were gathered from February to September 2016. After coding the answers using the rubric, two paired-samples t-tests were conducted. The first t-test shows that students’ ability to use appropriate keywords was approaching statistical significance. The second t-test showed a statistically significant increase in students’ ability to use appropriate search strings from the pretest to the posttest. We performed a last paired-samples t-test to measure students’ confidence level before and after the appointment, and a statistically significant increase in confidence level was found. Conclusion – Out of three paired t-tests performed, two showed a statistically significant difference from the pretest to the posttest, with one t-test approaching statistical significance. The analysis of our qualitative results also supports the statement that IRCs have a positive real impact on students’ search techniques and their confidence levels. Future research may explore specific techniques to improve search strategies across various disciplines, tips to improve confidence levels, and exploring the viewpoint of librarians.

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“…26 Sokoloff and Simmons, as well as Reinsfelder, find that incorporating a research consultation into the instruction can improve bibliographies in a significant way. 27 These two studies, however, do not involve online students, which is the audience for this research study. By examining the effect of requiring additional personal attention from the librarian in an online class, this project fills a gap in the research landscape.…”

Section: Literature Reviewmentioning

confidence: 99%

Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice

Alverson¹,

Schwartz²,

Shultz³

2019

C&RL

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Growth in online course delivery has created challenges and opportunities for academic librarians. Working with an online undergraduate course for adult students, three academic librarians revised their model for embedded practice, focusing on high touch and quality contact with the students. Using a citation analysis of final papers collected over several quarters, we compared sufficiency of sources, quality of sources, selection of sources, and diversity of perspectives in bibliographies created before and after our revised curriculum. Findings show that our added attention to this cohort resulted in improvements across all of these metrics.

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Evaluating Citation Analysis as a Measurement of Business Librarian Consultation Impact

Cited by 7 publications

References 14 publications

An Evaluation of Methods to Assess Team Research Consultations

An Evaluation of Methods to Assess Team Research Consultations

Exploring the Impact of Individualized Research Consultations Using Pre and Posttesting in an Academic Library: A Mixed Methods Study

Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice

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