Rethinking library instruction:

Lacy, Meagan; Chen, Hsin‐Liang

doi:10.11645/7.2.1778

Cited by 13 publications

(10 citation statements)

References 38 publications

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“…Specifically, online students need skills in the use of digital resources to support their learning needs. Lacy and Chen (2013) note the importance of establishing learning outcomes to demonstrate the effectiveness of information literacy instruction. In other words, evidence must be provided to confirm learning.…”

Section: Information and Technology Literacy Instructionmentioning

confidence: 99%

Librarians Aren’t Born with Information Superpowers: Leveling the Playing Field for Incoming Library Science Graduate Students

Lamb

2016

Partnership

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Students enter the library science graduate program with a wide range of information and technology skills. Today's graduate courses require students to be able to build web-based pathfinders, use social media, and search databases. This article examines the design and development of an introductory course for incoming library science graduate students that personalizes instruction and ensures that each student is ready for the rigors of graduate school. Taken during the first semester of the program, this introductory course teaches information and technology skills and concepts that are core to library science. The author explores the process of creating a computer-based course that addresses the diverse needs of this student population.Using a systematic approach to instructional design and development, the author outlines the steps in designing, developing, implementing, and evaluating an online, self-paced graduate course. Based on the Dick and Carey model, the process included identifying the instructional goals, conducting an instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, developing instructional strategies, developing and selecting instructional materials, designing and conducting formative evaluation of instruction, revising instruction, and designing and conducting summative evaluation. This process produced effective, efficient, and appealing instructional materials.

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Section: Information and Technology Literacy Instructionmentioning

confidence: 99%

Librarians Aren’t Born with Information Superpowers: Leveling the Playing Field for Incoming Library Science Graduate Students

Lamb

2016

Partnership

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“…In addition, the forms taken by "research logs/research journals" can run a wide gamut: simple description, such as lists of keywords and tables of results (e.g., Bolner, Poirier, Welsh, & Pace, 2013); responses to guide questions (e.g., Hlavaty & Townsend, 2010;Lacy & Chen, 2013); worksheets (Carter, 2013); double-entry journals or twocolumn note-taking (e.g., Ballenger, 2015;Evering & Moorman, 2012); and more comprehensive reflective search narratives (e.g., Bonnet et al, 2013;Detmering & Johnson, 2012;Mackey, 2013;Tuttle & McKinzie, 2007). In physical form, research logs can be created as written text, paper or electronic; in blogs (Land & Meyer, 2010, p. 70) and ePortfolios (Jefferson & Long, 2008); as "think-alouds" or oral reflections (Frey, 2011, pp.…”

Section: Prologue: a Surfeit Of Terminologymentioning

confidence: 99%

“…Lacy and Chen (2013) used demographic surveys and research logs to evaluate the impact of instruction on students' search behavior; they note that "without a control group, it is impossible to say that library instruction was the sole factor accounting for their positive search experiences" (p. 137). Mulherrin and Abdul-Hamid (2009) developed an openbook, nonproctored objective test of IL competency to be used for program level assessment in conjunction with review of other learning activities, including research logs.…”

Section: The Value Of Research Log Assignments: Is the Evidence Empirmentioning

confidence: 99%

“…Fifteen out of 30 articles reviewed can be called serious advocates, including Bent andStockdale (2009), Bowler (2010), and Carey (2012); Carter (2013) who used worksheets on identifying and refining keywords for formative assessment; Corbett (2010), Detmering and Johnson (2012), and Diekema et al (2011);Henderson et al (2011) who recommend "a final narrative and research log" in a community college biology class-without, however giving a pedagogical rationale; Lacy and Chen (2013), in a rare example of research log use in one-shot instruction; Mulherrin andAbdul-Hamid (2009), Oakleaf (2012), Ovadia (2010), Radia and Stapleton (2008), Sellar et al (2012), andStapleton (2010).…”

Section: Scholarly Articlesmentioning

confidence: 99%

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Foregrounding the Research Log in Information Literacy Instruction

Fluk

2015

The Journal of Academic Librarianship

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Updating an earlier study, this article reviews the literature of information literacy (IL) instruction since 2008 for empirical evidence of the value of research logs or research journals for effective pedagogy, assessment, and prevention of plagiarism in IL instruction at the college level. The review reveals a mismatch between the acknowledged theoretical and practical value of research log assignments and the mixed advocacy for them in the literature. The article further analyzes the literature for the drawbacks of research log assignments and points toward ways of mitigating these drawbacks.Research logs, also called "research journals," "narratives of research," and a wide variety of other terms, are assigned often-but not often enough-in information literacy instruction. Research log/ research journal assignments ask students to keep track of their research process and produce an artifact-a log, a journal, a storydescribing and reflecting on that process. I will argue in this paper that the literature of information literacy (IL) instruction provides ample backing for the idea that the research log/research journal assignment can be a useful exercise for the development of information literacy at the college level. In my earlier review of literature published from 2000(Fluk, 2009, the value of such an assignment for effective delivery of IL instruction as well as for insightful performance-based assessment became apparent. Ironically, however, the enthusiasm in the literature for the use of research logs/research journals in IL instruction was not heavily backed by empirical research (p. 49) and was, indeed, belied by underutilization (p. 46). This paper updates the 2009 literature review, looking for scholarly evidence of the value of research logs/research journals for pedagogy, assessment, and-expanding on the earlier review-prevention of plagiarism. Also expanded here is the scope of the literature reviewed to include the major information literacy textbooks and instruction manuals currently in use, searching for their advocacy (or not) of student research logs/ research journals.The research questions are:

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“…Highlighting the complexity of Boolean for novice users, the authors note that, after instruction all students structured a search using Boolean at least once, "even if they eventually reverted to natural syntax (single keywords or phrases)" [emphasis added]. 28 Novotny studied student learning after an instruction session on searching the OPAC and found limited evidence that students effectively applied Boolean search techniques, with a few using advanced search strategies and the Boolean OR. 29 But this was not a longitudinal study, so it is unclear if students continued to use these strategies after the instruction session.…”

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confidence: 99%

The Boolean is Dead, Long Live the Boolean! Natural Language versus Boolean Searching in Introductory Undergraduate Instruction

Lowe¹,

Maxson²,

Stone³

et al. 2018

CRL

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Boolean logic can be a difficult concept for first-year, introductory students to grasp. This paper compares the results of Boolean and natural language searching across several databases with searches created from student research questions. Performance differences between databases varied. Overall, natural search language is at least as good as Boolean searching. With evidence that students struggle to grasp Boolean searching, and may not use it even after instruction, it could be left out of first-year instruction, freeing up valuable class time to focus on concepts such as question development and source evaluation. As the Framework for Information Literacy does not specifically address Boolean operators, the authors suggest it should have less prominence in first-year Information Literacy instruction. IntroductionConventional wisdom considers knowledge of Boolean logic a basic information retrieval Information Literacy (IL) skill. Librarians and other information professionals are taught the value of Boolean searching (referred to throughout this article interchangeably as "Boolean") in professional education, and it is seen in instruction, reference interactions, and database interfaces. However, the concept can be difficult for first-year (introductory) students to grasp, and it can take multiple sessions before a student demonstrates effective use of Boolean logic.A student's ability to use Boolean operators is a performance indicator within the Association of College and Research Libraries (ACRL) Information Literacy Compe-

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Rethinking library instruction:

Cited by 13 publications

References 38 publications

Librarians Aren’t Born with Information Superpowers: Leveling the Playing Field for Incoming Library Science Graduate Students

Librarians Aren’t Born with Information Superpowers: Leveling the Playing Field for Incoming Library Science Graduate Students

Foregrounding the Research Log in Information Literacy Instruction

The Boolean is Dead, Long Live the Boolean! Natural Language versus Boolean Searching in Introductory Undergraduate Instruction

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