Will Undergraduate Students Play Games to Learn How to Conduct Library Research?

2009 ◽  
Vol 35 (4) ◽  
pp. 303-313 ◽  
Author(s):  
Karen Markey ◽  
Fritz Swanson ◽  
Andrea Jenkins ◽  
Brian Jennings ◽  
Beth St. Jean ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Library Research

scholarly journals Why do Students Seek Help in an Age of DIY? Using a Qualitative Approach to Look Beyond Statistics

2017 ◽  
Vol 56 (4) ◽  
pp. 257 ◽  
Author(s):  
Marc Vinyard ◽  
Colleen Mullally ◽  
Jaimie Beth Colvin
Keyword(s):  
Undergraduate Students ◽  
Academic Libraries ◽  
Help Seeking ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
National Statistics ◽  
Library Research ◽  
Research Questions ◽  
Do It Yourself ◽  
Consultation Services

National statistics indicate that academic libraries are experiencing declines in reference transactions, but the references services in some libraries continue to thrive. While many studies explore reasons that students do not seek assistance from librarians, there is limited research explaining why students do ask for help. The authors conducted a study to answer two questions: (1) How do undergraduate students look for information? (2) What prompted the students to seek out help from a librarian? To answer these questions, the authors conducted in-depth, semi-structured interviews with undergraduate students who had received reference assistance. An important theme that emerged from the interviews was students’ preferences to search independently without assistance. Despite this “do-it-yourself” mentality, students aware of library research consultation services still continue to seek out assistance for librarians when stressful and time-consuming research questions arise. The findings from this study will help librarians better market their research services and understand how students perceive the help-seeking process.

Research consultation effectiveness for freshman and senior undergraduate students

2014 ◽  
Vol 42 (1) ◽  
pp. 4-15 ◽  
Author(s):  
Allison Faix ◽  
Amanda MacDonald ◽  
Brooke Taxakis
Keyword(s):  
Undergraduate Students ◽  
Content Type ◽  
Class Rank ◽  
Composition Course ◽  
Library Research ◽  
Freshman Students ◽  
Upper Level ◽  
Senior Students ◽  
Larger Sample ◽  
Practical Implications

Purpose – The aim of this paper is to compare the effectiveness of library research consultations for freshmen and senior undergraduate students, to determine if freshmen or seniors benefit more from these sessions. Design/methodology/approach – This study looks at the results of a survey conducted with students enrolled in a senior level capstone research course and in a freshman level composition course who were required to attend library research consultations. Findings – The study finds that freshman students can be overwhelmed by the amount of resources a research consultation may help them locate, and research consultations for freshmen should be conducted with this in mind. Research limitations/implications – Because the size of our study was small, further research with a larger sample size should also be conducted. Practical implications – If librarians experience high demand for required research consultations, and have difficulty scheduling sessions, then they may take into consideration that senior students benefit more from consultations than freshmen. Research consultations should also be designed to take student class rank into account. Originality/value – This study shows that upper-level students benefit more from research consultation than freshman students. Librarians should take this research into consideration when consulting with faculty about the most effective methods of instruction for students.

Does Web-Scale Discovery Make a Difference?

2012 ◽  
pp. 456-468 ◽  
Author(s):  
Jan Kemp
Keyword(s):  
Undergraduate Students ◽  
San Antonio ◽  
First Year ◽  
Full Text Article ◽  
University Of Texas ◽  
Library Research ◽  
Discovery Service ◽  
Starting Point ◽  
Online Catalog ◽  
The University

The University of Texas at San Antonio Libraries implemented the Summon1™ Discovery Service in January 2010 to provide a convenient starting point for library research, particularly for undergraduate students who are less experienced in library research. Librarians thought Summon™ would help users find and use materials more effectively; therefore, implementation of the discovery tool was expected to positively influence collections use. At the end of the first year following Summon™ implementation, statistics on the use of collections showed significant increases in the use of electronic resources: link resolver use increased 84%, and full-text article downloads increased 23%. During the same period, use of the online catalog decreased 13.7%, and use of traditional indexing and abstracting database searches decreased by 5%. The author concludes that the increases in collections use are related to adoption of a Web-scale discovery service.

Beyond awareness: improving outreach and marketing through user surveys

2017 ◽  
Vol 45 (1) ◽  
pp. 4-17 ◽  
Author(s):  
Darcy Del Bosque ◽  
Rosan Mitola ◽  
Susie Skarl ◽  
Shelley Heaton
Keyword(s):  
Undergraduate Students ◽  
Design Methodology ◽  
Library Services ◽  
Content Type ◽  
Library Research ◽  
Use Of Research

Purpose The purpose of this paper is to investigate the awareness of library research services, the top desires for new services and overall satisfaction of undergraduate students to plan outreach and marketing efforts. Design/methodology/approach Researchers developed a survey which was administered both on an iPad and in paper copies. To gather feedback from a wide-variety of students, surveys were distributed outside campus buildings at four locations. Findings This study demonstrates the need to survey undergraduate students about their use of research services, to effectively plan outreach and marketing efforts. The differences between high-users’ and low-users’ expectations of the library inform and impact potential outreach and marketing efforts. Reaching both groups of students requires that not only awareness of library services increase but also that the knowledge of the value of the library increases, to convert simple awareness of services into use. Research limitations/implications Surveys were distributed at one institution, and results may be skewed based on local demographics. Originality/value While surveying undergraduate students is common, little research exists demonstrating how outreach and marketing can be informed by evaluating feedback from high and low-users of library services.

scholarly journals The Phenomena of Plagiarism in Hindu Perspective

2017 ◽  
Vol 1 (2) ◽  
pp. 160
Author(s):  
I Dewa Gede Rat Dwiyana Putra
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Student ◽  
Clear Picture ◽  
Primary Method ◽  
Basic Reason ◽  
Library Research ◽  
Citation Process

<p>This article was made based on an observation on the thesis written by undergraduate student. The basic reason for the application of this research is that, there were many problem found in the students writing especially the in the citation process and referencing technique which would bring them to commit plagiarism. Since writing a thesis is essential for the undergraduate students to finish their study, this research would be very beneficial evidence to give a clear picture about plagiarism from Hindus teaching perspective. Library research is the primary method applied in conducting this research. The result shows that there are typical mistakes done by the students in doing citation and referencing. Then, suggestions to those problems were given based on Hindus perspective.</p>

Assessing Students' Library Skills and Knowledge: The Library Research Strategies Questionnaire

1994 ◽  
Vol 75 (3_suppl) ◽  
pp. 1619-1628 ◽  
Author(s):  
R. Eric Landrum ◽  
Diana M. Muench
Keyword(s):  
Undergraduate Students ◽  
Validity And Reliability ◽  
Research Strategies ◽  
Bibliographic Instruction ◽  
Library Research ◽  
Reliable Instrument ◽  
Writing Assignment ◽  
Multiple Choice Items ◽  
Library Skills ◽  
Qualitative Responses

3 studies were conducted to develop a questionnaire on strategies of library research which showed demonstrable psychometric qualities such as validity and reliability, to aid in assessing the effectiveness of bibliographic instruction of psychology students. In Study 1, 31 undergraduate students were interviewed about their use of the library and the strategies they use when confronted with a paper-writing assignment. In Study 2, the qualitative responses from Study 1 were used to develop a pool of multiple-choice items for testing, to examine whether a psychometrically valid and reliable instrument could be created. 64 students were tested. Using the results from Study 2, Study 3 refined the original questionnaire; reliability measures and factor analysis based on responses of 246 students were used to confirm 4 factors composing the Library Research Strategies Questionnaire, namely, person-specific skills, library-specific skills, paper-specific skills, and reference-specific skills.

scholarly journals Development of Critical Thinking Skills: An Analysis of Academic Library Experiences and Other Measures

1998 ◽  
Vol 59 (3) ◽  
pp. 266-273 ◽  
Author(s):  
Ethelene Whitmire
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Academic Library ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Experiences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Faculty Interaction ◽  
Library Research

The purpose of this study is to determine the influences that affect the development of critical thinking skills in undergraduate students. This study examines data from the College Student Experiences Questionnaire (CSEQ), a national, cross-sectional survey completed by students during the 1992–1993 academic year. Using Astin’s I-E-O model and Pace’s quality of effort theory as the conceptual framework, the study examined students’ background characteristics, library experiences, experiences with faculty, course learning, and experiences with writing to determine the greatest influences on gains in critical thinking development. Results of the factor analyses and the hierarchical multiple regression indicated that grades, class year, focused academic library activities, informal faculty interaction, active course learning, and conscientious writing all resulted in gains in critical thinking. Implications of these findings suggest that academic librarians should design library research skills courses to increase students’ focused use of the academic library and its resources in order to increase their critical thinking skills.

scholarly journals Relationship between Personality Type and Preferred Teaching Methods for Undergraduate College Students

2019 ◽  
Vol 6 (1) ◽  
pp. 100 ◽  
Author(s):  
Laurie Jean Murphy ◽  
Nina B. Eduljee ◽  
Karen Croteau ◽  
Suzanne Parkman
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Personality Types ◽  
Myers Briggs Type Indicator ◽  
Increase Student Achievement ◽  
Library Research ◽  
Type Indicator ◽  
Myers Briggs ◽  
The Relationship

This empirical study examined the relationship between Myers-Briggs Type Indicator (MBTI) personality types and preferred teaching methods for 507 Saint Joseph’s College of Maine undergraduate students.  The students completed two instruments: the Myers-Briggs Type Indicator®, Form M (Myers, McCaulley, Quenk, & Hammer, 1998), and a 27-item scale that measured preferred teaching methods in the classroom. Descriptive and inferential statistics indicated that the five most prominent personality types were ISFJ, ESFJ, ESFP, ENFP, and ISTJ.  Sensing-Feeling (S-F) preference was the most common followed by Sensing-Judging (S-J) preference in the top five personality types. Across all MBTI dichotomies, the students indicated a preference for teaching methods that involved lecturer-student interaction, using some visual tools such as PowerPoint, and demonstrations and practice. The least preferred teaching methods involved unscheduled quizzes, lecture where the professor talks with no visuals, and library research using experiential activities. Significant differences were obtained between the MBTI dichotomies and preferred teaching methods. The results demonstrate the importance of faculty tailoring and adjusting their instruction to accommodate the needs of their students to increase student achievement, motivation, and engagement in their classroom.

scholarly journals Coherence Aspects Within Efl Essay

2019 ◽  
Vol 3 (1) ◽  
pp. 13
Author(s):  
Erna Megawati
Keyword(s):  
Content Analysis ◽  
Key Words ◽  
Undergraduate Students ◽  
Analysis Method ◽  
Library Research ◽  
Content Analysis Method ◽  
Logical Order

<p>The purpose of this research is to discover Indonesian undergraduate students’ understanding in composing a coherence English essay. The subjects of the research are essay texts written by thirty undergraduate students using theme “Students’ attitude toward Indonesian language” chosen randomly. The analysis has revealed that s coherence aspects have not used properly, more over there is one aspect is not used. The coherence aspects consist of repetition key noun, using consistent pronoun, transition signals and logical order. This research is designed as library research using content analysis method. Data are analyzed to investigated the coherency in students’ essay.</p><p>Key words: essay, coherence</p>

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

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