scholarly journals Testing a Warmth-Based Instruction Intervention for Reducing Library Anxiety in First-Year Undergraduate Students

2019 ◽  
Vol 14 (2) ◽  
pp. 70-84 ◽  
Author(s):  
Cecelia Parks
Keyword(s):  
Undergraduate Students ◽  
Academic Libraries ◽  
Research University ◽  
First Year ◽  
Library Instruction ◽  
First Year Students ◽  
Emotional Factors ◽  
Library Anxiety ◽  
Based Instruction ◽  
Standard Library

Abstract Objective – This study aimed to test the efficacy of a warmth-based library instruction intervention in reducing rates of library anxiety in first-year undergraduate students. "Warmth" is a concept that is commonly discussed within literature on library anxiety, but to date no studies have explicitly tested the application of a warmth-based instruction intervention. First-year students are ideal targets for this intervention because they are the most likely to experience library anxiety. Methods – A quasi-experiment was conducted examining library anxiety rates in first-year undergraduate students at a public research university in the U.S. South. A one-shot warmth-based instruction session focusing on the emotional dimensions of library use was compared to a standard one-shot instruction session. Library anxiety was measured using a modified version of Bostick's Library Anxiety Scale as a pretest and posttest. Results – Results indicated that both warmth-based and standard library instruction were associated with a decrease in participants' library anxiety rates without significant differences between the types of instruction. However, warmth-based instruction was correlated with greater reductions in areas of library anxiety related to interactions with library workers. Though library anxiety rates decreased significantly after experiencing library instruction, participants exhibited low levels of library anxiety before their library instruction session occurred. Conclusion – Though warmth-based instruction did not have a significantly different impact than standard library instruction on general library anxiety, the intervention tested in this study suggests strategies that could be used to increase student comfort with library workers. This study also demonstrates a successful method to include emotional factors such as library anxiety in academic libraries' regular assessment programs. Focusing assessment on students' skills and knowledge alone risks ignoring an important aspect of student engagement and missing opportunities for academic libraries to connect with students. Assessment of emotional components of library instruction initiatives is especially crucial to ensure and demonstrate that libraries are using their resources effectively to maximize student success.

Acquiring business knowledge through Business English reading materials: pre-experience students’ perspective

2021 ◽  
Vol 11 (2) ◽  
pp. 433-451
Author(s):  
Jolanta Łącka-Badura
Keyword(s):  
Undergraduate Students ◽  
Tertiary Education ◽  
Real Life ◽  
Basic Knowledge ◽  
First Year ◽  
Student Survey ◽  
Business English ◽  
First Year Students ◽  
Reading Materials ◽  
Based Instruction

Abstract The paper investigates how the type of business content found in the reading materials offered by a popular Business English course book as well as the degree of the content’s relevance and usefulness, are perceived by pre-service students learning Business English as part of their university curriculum. Twelve groups of first year undergraduate students at the University of Economics in Katowice, with no prior experience of learning either Business English or the principles of business, were asked to compare pairs of texts related to three business topics: international marketing, management styles, and stock market investment. One of the texts in each pair was selected from the Student Book of the third edition of a widely used Business English course book (upper-intermediate or intermediate level), and the other, on the same topic, extracted from online repositories of business-related articles. The results of the student survey indicate that first year students, while appreciating the course book ‘real-life examples’ of successful companies, express strong preference for the Internet-based texts which provide them with the opportunity to acquire ‘basic knowledge’ related to specific business issues. The findings also appear to confirm the rationale behind integrating the two approaches: LSP (languages for specific purposes) and CBI (content-based instruction) in the tertiary education context, as well as the importance of properly selected professional content in fostering learners’ motivation and engagement.

A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention

NASPA Journal ◽  
1999 ◽  
Vol 37 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Cheryl Beil ◽  
Carol A. Reisen ◽  
Maria Cecilia Zea ◽  
Robert C. Caplan
Keyword(s):  
Longitudinal Study ◽  
Social Integration ◽  
Academic Integration ◽  
Research University ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Academic And Social Integration ◽  
Private Research

This longitudinal study predicted retention from academic integration, social integration, and commitment to remain in college in a sample of first-year students at a residential, private research university. When assessed separately, first-semester reports of commitment mediated the effects of both academic and social integration on retention six semesters later.

scholarly journals Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

2012 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
Meg Raven
Keyword(s):  
Undergraduate Students ◽  
Academic Research ◽  
First Year ◽  
First Year Students ◽  
High Expectations ◽  
Research Students ◽  
Time Required ◽  
Instruction Strategies ◽  
Research Instruction ◽  
The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

scholarly journals Undergraduate Students’ Research and Information Skills Continue to Change in their Second Year

2017 ◽  
Vol 12 (1) ◽  
pp. 116
Author(s):  
Kimberly Miller
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Research Projects ◽  
First Year Students ◽  
Library Resources ◽  
Second Year ◽  
Depth Interviews

A Review of: Hulseberg, A., & Twait, M. (2016). Sophomores speaking: An exploratory study of student research practices. College & Undergraduate Libraries, 23(2), 130-150. http://dx.doi.org/10.1080/10691316.2014.981907 Abstract Objective – To understand sophomore undergraduate students’ research practices. Design – Mixed methods online survey and participant interviews. Setting – A small liberal arts college in the Midwestern United States of America. Subjects – The sample consisted of 660 second-year students; 139 students responded to the survey (21% response rate). In-depth interviews were conducted with 13 of the 139 survey respondents. Methods – A 13-item survey was emailed to sophomore students during October 2012. To analyze the results, the authors and a library student intern developed a coding scheme to apply to open-ended survey questions. Survey respondents could also volunteer for in-depth interviews. A total of 50 survey respondents volunteered, and 14 were invited for in-depth interviews between December 2012 and January 2013. The interview protocol included open-ended questions about students’ research experiences. Students were also asked to identify and discuss one recent research project. Interviews were audio and video recorded; data from one interview was lost due to technology failure, resulting in data analysis of 13 interviews. Interview transcripts were coded by an anthropology doctoral student, the study authors, and a library student assistant. Main Results – The survey found that students completed fewer research projects and used fewer library resources as sophomores than they did as first-year students. For example, only 4.9% (n=7) of students reported completing zero research assignments in their first year, compared with 34.5% (n=48) in their second year. When asked if there were library resources or skills they wanted to know about sooner in their academic career, students’ top reply was “Nothing” (34.5%, n=48), followed by “Navigating the physical space” (15.8%, n=22), “Librarians/staff & reference desk” (11.5%, n=16), and “Effective searching & evaluating sources” (10.8%, n=15). Male and female students’ responses differed, with male students less likely overall to express interest in library resources. While 42.4% (n=59) of students replied that they would consult with a librarian for help with their research projects, this option ranked third after professors (83.5%, n=116) and peers (70.5%, n=98). Again, responses varied by gender, with female students (49.5%, n=49) more likely than male students (26.3%, n=10) to contact a librarian about a research project. Most interview participants replied that searching online, including library resources, was their research starting point. Students most often selected research topics, based on their interest, from a professor-approved list. Students identified “relevant content, familiarity . . . , and credibility” (p. 138) as important source evaluation characteristics. The majority of students also used library information sources in their research, including databases, research guides, and the catalogue. Students most often mentioned struggling with “finding sources/identifying keywords” (n=6) and “finding known items” (n=6). Unlike survey respondents, interview participants unanimously reported consulting with a librarian. Most students (n=11) received library instruction as first-year students, and some suggested that this instruction helped them feel comfortable asking for help. Finally, most students felt that their research habits improved from their first year to their second year, specifically with regards to “their research technique, improved confidence . . . and an expanded source horizon” (p. 143). Conclusion – The authors recommend continuing strong information literacy support to first-year students, as well as working with faculty members and other campus partners to promote reference services to sophomores. When compared to previous research, the current study reports a higher percentage of students seeking librarian assistance; however, because some students also reported confusion about when and how to ask for help, further analysis could explore how reference librarians capitalize on peer and faculty “referral networks” (p. 145). Finding that students face significant challenges early in the research process was consistent with previous research, and future study might reveal more about this specific phenomenon in sophomores. Interviews should also be extended to include students who are non-library users. Finally, the authors suggest that the findings provide no evidence of a “sophomore information literacy slump” (p. 146).

scholarly journals Faculty perceptions of teaching information literacy to first-year students: A phenomenographic study

2017 ◽  
Vol 51 (2) ◽  
pp. 545-560 ◽  
Author(s):  
Lorna Dawes
Keyword(s):  
Information Literacy ◽  
Research University ◽  
Faculty Perceptions ◽  
Information Use ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Information Behaviors ◽  
Perceptions Of Teaching ◽  
Teaching Information

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.

scholarly journals The Prevalence and Frequency of Authorial Identity among Undergraduate Students in Fiji

2018 ◽  
Vol 7 (6) ◽  
pp. 136
Author(s):  
Jasbir Karneil Singh ◽  
Ben K. Daniel
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Academic Writing ◽  
First Year ◽  
Esl Students ◽  
First Year Students ◽  
Student Writers ◽  
Authorial Identity ◽  
National University ◽  
Authorial Voice

Expressing an authoritative voice is an essential part of academic writing at university. However, the performance of the authorial self in writing is complex yet fundamental to academic success as a large part of academic assessment involves writing to the academy. More specifically, the performance of the authorial self can be complex for English as a Second Language (ESL) student-writers. This research investigated the extent to which ESL first-year students at the Fiji National University perform their authorial voice using interactional metadiscourse in their academic writing. The study employed a quantitative analysis of corpus produced by 16 Fijian ESL undergraduate students enrolled in an EAP course. The research found that the ESL authorial voice was predominantly expressed through boosters and attitude markers, with relatively little usage of other interactional metadiscoursal elements such as hedges, engagement markers and self-mentions. Further, the research showed that this particular cohort expressed their authorial voice and identity through boosted arguments and avoiding language that directly mentions the authorial self. The study concludes that the ESL authorial self for this cohort manifests itself in a selected range of selected interactional metadiscoursal elements, requiring the need to raise the awareness of self-reflective expressions for ESL students. The study also encourages further exploration of ESL authorial identity construction in academic writing at undergraduate level and beyond.

scholarly journals Student Talent Enrichment Program

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Don Nix ◽  
Trevor Francis ◽  
Danielle Dunn ◽  
Brett Rankin
Keyword(s):  
Research University ◽  
Retention Rates ◽  
Control Group ◽  
First Year ◽  
Major Research ◽  
First Year Students ◽  
Term Retention ◽  
Grant Program ◽  
Enrichment Program ◽  
Financial Need

The Student Talent Enrichment Program was an experimental grant program conducted at a major research university to improve underfunded students’ retention outcomes. This program provided scholarships to 151 first-year students with $5,000 or more in unmet financial need. Participants received a one-time grant in the fall of 2017, with award amounts ranging from $2,500 to $10,000. Grant recipients' retention rates exceeded the control group by small margins. However, these grants failed to make a difference only among the few grantees already in academic jeopardy. For grant recipients who had early GPAs of at least 1.5 prior to receiving financial awards, term-to-term retention rates surpassed the control group by a substantial, expected, and statistically significant margin.

Online pre-laboratory tools for first-year undergraduate chemistry course in Uruguay: student preferences and implications on student performance

2019 ◽  
Vol 20 (1) ◽  
pp. 229-245 ◽  
Author(s):  
Nicolás Veiga ◽  
Florencia Luzardo ◽  
Kenneth Irving ◽  
María N. Rodríguez-Ayán ◽  
Julia Torres
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Discussion Forum ◽  
Chemistry Laboratory ◽  
Teaching Staff ◽  
First Year ◽  
First Year Students ◽  
Laboratory Activities ◽  
Specific Teaching ◽  
Student Laboratory

As a fundamental part of their chemical education, first-year undergraduate students are substantially involved in laboratory activities. Despite the specific teaching staff choices on the main laboratory aims, students normally receive a vast amount of information during these activities. Apart from understanding theoretical content, fundamental skills such as manipulation, data collection and interpretation should be developed. In this context, learners could feel overwhelmed since they can only process a few pieces of information at a time. Indeed, our experience at theUniversidad de la República(Uruguayan public university) shows that many first-year students are in fact not able to cope with all the information they receive during laboratory activities. As a result, many of them only follow the experimental protocol automatically, without gaining significant knowledge or developing the necessary skills. In this work, we assessed the use of new online interactive pre-laboratory activities implemented for 252 first-year university students enrolled in a 12-module General Chemistry laboratory course. The student choice of interactiveversusmore traditional material was evaluated together with observed preferences regarding the different interactive tools offered. Besides, an online pre-laboratory discussion forum was also implemented and assessed. Both the interactive material and the discussion forum were chosen freely by the majority of students (61% and 79%, respectively). Interestingly, the choice was to some extent modulated by student previous performance. Interactive pre-laboratory material was more frequently chosen by low previous performance students, whereas pre-laboratory forum was preferentially used by high previous performance students. Finally, the influence of these new materials on student laboratory performance was statistically analyzed. Other personal and academic variables were also taken into account. Interactive material access was positively correlated with the final laboratory marks for medium previous performance learners. On the other hand, for lower previous performance students, the academic discussion between teachers and partners promoted by the online forum was positively correlated with their academic performance.

scholarly journals USE OF GAME RECEPTIONS IN TEACHING BACHELORS OF THE DIRECTION «SERVICE»

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
T.V METLYAEVA ◽  
◽  
E.I VASILEVA ◽  
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Training Image ◽  
Educational Process ◽  
First Year ◽  
State University ◽  
Sociological Study ◽  
First Year Students ◽  
Game Activity ◽  
Effective Use

The article is devoted to the analysis of the use of gaming technologies in the process of training undergraduate students in the “Service” direction at the Vladivostok State University of Economics and Service (VSUES). The features of understanding the game activity in the scientific literature, the role and place of the game in the educational process are considered. Authors focus on this type of interaction with students, such as game training in their practical activities. This type of work in the learning process allows you to simulate a real situation in which students can form and develop the necessary professional skills and gain experience working with people, as well as understand the specifics of a future profession. Due to its capabilities, game trainings attract the attention of various specialists to work with students. Based on the results of a sociological study among first-year students and graduates of this direction, the authors of the article made conclusions about the effective use of gaming technologies in the learning process. In addition, the authors note that gaming techniques in the process of training image-maker students allow developing important and necessary professional qualities, such as creativity, the ability to relax, the ability to understand other people and adapt to different communication situations.

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