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Ellen Filgo

Lessons Learned: How College Students Seek Information in the Digital Age - 0 views

projectinfolit.org/...ll2009_Year1Report_12_2009.pdf

information literacy students libraries research

shared by Ellen Filgo on 15 Dec 09 - Cached
  • Ellen Filgo on 15 Dec 09
     
    A report of findings from 2,318 respondents to a survey carried out among college students on six campuses distributed across the U.S. in the spring of 2009, as part of Project Information Literacy. Respondents, while curious in the beginning stages of research, employed a consistent and predictable research strategy for finding information, whether they were conducting course-related or everyday life research. Almost all of the respondents turned to the same set of tried and true information resources in the initial stages of research, regardless of their information goals. Almost all students used course readings and Google first for course-related research and Google and Wikipedia for everyday life research. Most students used library resources, especially scholarly databases for course-related research and far fewer, in comparison, used library services that required interacting with librarians. The findings suggest that students conceptualize research, especially tasks associated with seeking information, as a competency learned by rote, rather than as an opportunity to learn, develop, or expand upon an information-gathering strategy which leverages the wide range of resources available to them in the digital age.
sha towers

Organizing the liaison role: a concept map (Judith E. Pasek) - 0 views

crln.acrl.org/...202.full

role concept_map library librarian services development academic libraries liaison organizing strategic planning

shared by sha towers on 15 May 15 - No Cached
  • Building relationships with STEM faculty and students therefore requires an active outreach approach rather than simply waiting for individuals to contact librarians.
  • meeting faculty informally and face-to-face at departmental functions is a key outreach strategy, and that outreach techniques need to be tailored to fit the local academic community, adapted for departmental variation.
  • Being visible means creating opportunities for communication by being present where your “customers” (i.e., faculty and students) are located
  • ...16 more annotations...
  • variety of options for initiating interactions with potential customers
  • Being relevant requires currency and an understanding of the subject matter of interest to the customer.
  • keeping current with rapid changes in technology, research directions, curriculum offerings, and scholarly trends
  • For student engagement, it means making an effort to connect to their experiences and interests to add meaning and put learning processes into context.
  • Being useful means matching resources and information to the purpose (e.g., research, coursework) and needs of the customer
  • High-quality service also involves anticipating needs and being proactive in providing services
  • Faculty are pressed for time, so offering services that can save them time can win their respect and support.
  • Timeliness means being responsive and prompt in answering questions and scheduling consultations. It also means providing services at the point of need, timing delivery to when information and services are most needed or effective.
  • The four elements of proactive customer service—visibility, relevance, usefulness, and timeliness—are interrelated and of equal importance in the implementation of liaison services.
  • The liaison concept map is meant to be a starting point for organizing and planning activities that facilitate greater connections with academic faculty and students.
  • Becoming an effective liaison librarian in today’s environment involves moving from a role peripheral to academic research and teaching, to a more integral and integrated presence within departments and programs
  • Faculty satisfaction with library liaisons increases when they have recent and direct communication, they know the name of their assigned liaison librarian, and they receive more types of services.4
  • Engaging faculty and building long-term relationships can be enhanced by shifting focus to showing interest in their research, offering newer research services (e.g., data management and repository support), and identifying opportunities for partnership.
  • While developing relationships with individual faculty members is essential, the process of making initial contacts can be orchestrated at the departmental level.
  • Building awareness of library services is a necessary first step to engagement, as faculty tend not to view librarians as instructors or research consultants
  • Keeping up with trends and adding to the liaison librarian toolkit are essential to remaining relevant and effective
  • sha towers on 15 May 15
     
    concept map for thinking about the various pieces of the liaison librarian role, focusing on visibility, relevance, usefulness, and timeliness. used for conversation with team of librarians to take a higher altitude view of what we're trying to accomplish and then specifically how we go about doing that
sha towers

The (Social) Reader's Dilemma: Content + Container = Context - The Ubiquitous Librarian... - 0 views

chronicle.com/...emma-content-container-context

higher ed ebooks libraries academic libraries future of libraries

shared by sha towers on 01 May 12 - No Cached
  • “Content, not containers!” This has been a library theme for a while now: unbundling the meat from the sandwich. It’s about the text and/or images, not necessary the printed vessel.  As scholarly material migrates to digital platforms, the focus is on the content, not the boundaries of “journals” or “books.”
  • Yesterday I downloaded The Fourth Paradigm: Data-Intensive Scientific Discovery, which is a free PDF. Thanks Microsoft. I’m reading it on my iPad via my Kindle app and everything is fine, right? No! It’s not a Kindle book. It doesn’t allow me take notes, share passages, or sync across devices. Those might not sound like big deals, but they are—or they have become to me. My reading experience is linked to functionality, not just to the content.   So here is this free book, free content, that is essentially useless to me—to the way I want to use it—to the way I work with information. The content is free, but it’s the container I’m willing to pay for. It’s the container that makes the content valuable.
  • Access is no longer enough. I don’t just want to have the content in a digital format. I need it to live and breed and interact with my other content and with the content of my colleagues. It’s the infrastructure and tools around the content that I am willing to pay for. It’s the platform that will continue to grow and make the content more valuable to me over time. This isn’t about preference, but about performance. It’s about creating context.
  • ...2 more annotations...
  • I want to do stuff with my information, not just read it.
  • Take Facebook—it’s not really about storing your photos, but about commenting, liking, and tagging. It’s the functionality, packaged together with other lifestyle curation tools and processes. It’s about using the container to connect with a community via a very personal context.
Jeff Steely

Learning Environments: Where Space, Technology, and Culture Converge - 0 views

www.educause.edu/...ELI3021.pdf

teaching and learning learning spaces

shared by Jeff Steely on 13 May 10 - No Cached
  • Jeff Steely on 13 May 10
     
    The introduction of information technologies into higher education added new dimensions to the educational enterprise and led to investigations into how the design of learning spaces affects teaching and learning. The time has come to broaden the scope of that inquiry and consider factors beyond space, including learning culture and the changing roles of instructors, students, and other people involved in teaching and learning. The effort to understand and develop effective learning environments includes more individuals and more roles than have generally been involved in the discussion about teaching and learning, and the factors at issue include, but go beyond, technology.
Jeff Steely

Academic Commons - 0 views

www.academiccommons.org

education academic learning technology teaching teaching and learning edtech collaboration

shared by Jeff Steely on 21 May 10 - Cached
  • Jeff Steely on 21 May 10
     
    "a community of faculty, academic technologists, librarians, administrators, and other academic professionals interested in two interlocking questions: how do creative uses of new technology and networked information support the current project of liberal education, and, perhaps more interestingly, how do they force us to re-think what it means to be liberally educated?"
Jeff Steely

A Profile of Better E-Resource Delivery: Roadshow Travelog #3, Johns Hopkins University... - 0 views

www.thedigitalshift.com/...and-the-university-of-delaware

academic libraries tools

shared by Jeff Steely on 19 Mar 12 - No Cached
  • Jeff Steely on 19 Mar 12
     
    Follow the link to more information about Umlaut, then follow the instructions in the Try It Out section.
Jeff Steely

Felix - 0 views

libjournal.uncg.edu/...162

shared by Jeff Steely on 16 Dec 11 - No Cached
    • Jeff Steely
      Jeff Steely on 16 Dec 11
       
      What if we considered library "clients/users/patrons/etc." as "members"? How would we provide services differently? What behaviors do "members" exhibit, what expectations do they have?
  • Service design can enable institutions to respond to these changes and enhance the experience of students and faculty by embedding services within learning spaces – services that promote interaction, provide access to experts, and respond directly to user needs.
  • learning space service design as the process of holistically designing the service interactions among people, information, technology, and space so that services are usable, useful, desirable, and effective
Jeff Steely

Raising your internal profile as an academic liaison librarian | Research Information N... - 1 views

www.rin.ac.uk/...ile-academic-liaison-librarian

liaison

shared by Jeff Steely on 20 May 10 - Cached
  • Jeff Steely on 20 May 10
     
    "In the current financial climate where every penny counts, raising our internal profile has never been more vital. There are people making decisions on what jobs are vital to the institution's goals and they are not necessarily aware of what librarians contribute, making our posts vulnerable to redundancy. It has therefore never been more essential to make non-library colleagues sit up and take notice of the excellent work we do."
Jeff Steely

Understanding Library Impacts on student learning | In the Library with the Lead Pipe - 0 views

www.inthelibrarywiththeleadpipe.org/...ry-impacts-on-student-learning

information_literacy outcomes assessment teaching and learning higher education

shared by Jeff Steely on 20 Jun 11 - No Cached
  • We should focus on the ‘high-impact’ activities in which faculty expect students to demonstrate their best work. Capstone experiences and upper level coursework within the academic major seem to fit the bill for four year institutions.
  • information behaviors vary by academic major as well? Our assessment tools should be sensitive to these differences.
sha towers

Being Essential Is Not Enough, Part 2 | Peer to Peer Review - lj.libraryjournal.com - 0 views

www.readability.com/...sfzyke98

libraries entrepreneurial liaisons services essential future of libraries strategic planning higher education

shared by sha towers on 01 Aug 14 - No Cached
  • Solving a problem that already exists for your faculty (such as compliance with a mandate) is more likely to generate support for the library than trying to convince the faculty that they have a problem.
  • Listen also for areas of emphasis that you might not think of as relevant to the library.
  • Sometimes aligning your library with institutional goals and programs means creating new services, and sometimes it means adapting old ones. Since our host institutions are always changing, it always means responding quickly and nimbly to new programs and priority shifts.
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  • Instead, she worked with her leadership team to create a two-part document: the first section outlined the library’s significant achievements over the past year, and the second explained what we want to do in the coming year.
  • the message our vice president received was not “Here are all the reasons why you ought to give the library more money.” Instead, it was “Here are some of the most important ways in which the library is moving the university towards its goals, and here are ways in which we could do that even better if we had more resources to work with.”
  • Thus, the message our vice president received was not “Here are all the reasons why you ought to give the library more money.” Instead, it was “Here are some of the most important ways in which the library is moving the university towards its goals, and here are ways in which we could do that even better if we had more resources to work with.”
  • Map your library’s programs and services to the mission of the university and you will be seen as an essential strategic partner, not just another piece of costly infrastructure.
  • Takeaway lesson: Map your library’s programs and services to the mission of the university and you will be seen as an essential strategic partner, not just another piece of costly infrastructure.
  • Solving a problem that already exists for your faculty (such as compliance with a mandate) is more likely to generate support for the library than trying to convince the faculty that they have a problem.
  • offering dedicated collaboration space for use by faculty working in those clusters, reaching out to the clusters with targeted information about existing technology offerings in the libraries, and “providing dedicated subject specialists for each faculty cluster to work across the life-cycle of their research to offer guidance and connections to services
  • Sometimes aligning your library with institutional goals and programs means creating new services, and sometimes it means adapting old ones. Since our host institutions are always changing, it always means responding quickly and nimbly to new programs and priority shifts.
  • It’s not just what your campus leaders and spokespersons say, but how often and in how many contexts they say it that will tip you off to a particularly important or emerging area of institutional focus
  • ask yourself what the library might do differently (or what it might already be doing) that could have an impact on that goal, even if the goal doesn’t seem to be connected directly to library services.
  • ask yourself what the library might do differently (or what it might already be doing) that could have an impact on that goal
  • , even if the goal doesn’t seem to be connected directly to library services.
  • not just what your campus leaders and spokespersons say, but how often and in how many contexts they say it that will tip you off to a particularly important or emerging area of institutional focus
  • Listen also for areas of emphasis that you might not think of as relevant to the library.
  • If the library is doing things that don’t help further the goals and strategies laid out in them, ask yourself why—and unless the answers you come up with are unusually compelling and can be defended (with a straight face) in conversation with your provost or vice president, seriously consider discontinuing them. If your library is doing things that actively undermine those goals and strategies, stop doing those things immediately. As you consider establishing new programs or practices in your library, ask yourself from the very beginning how those new programs or practices will help further the strategic mission of your institution.
  • If the library is doing things that don’t help further the goals and strategies laid out in them, ask yourself why—and unless the answers you come up with are unusually compelling and can be defended (with a straight face) in conversation with your provost or vice president, seriously consider discontinuing them.
  • your library is doing things that actively undermine those goals and strategies, stop doing those things immediately. As you consider establishing new programs or practices in your library, ask yourself from the very beginning how those new programs or practices will help further the strategic mission of your institution.
  • no library that aligns itself to institutional priorities will end up serving all programs and all academic disciplines equally
  • our budgets and programmatic support should not be distributed equally across disciplines, but should reflect the curricular and strategic emphases of our host institutions.
  • means your monitoring of institutional communications for strategic hints will have to be sensitive to nuance
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