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15th Annual New Reference Research Forum July 12, 2009

Filed under: ALA 2009,Conferences — ellie @ 3:00 pm

15th Annual New Reference Research Forum
RUSA RSS
The Research Forum is one of the most popular programs at ALA Annual, where attendees can learn about notable research projects in reference service areas such as user behavior, electronic services, and reference effectiveness. This year’s Forum features three presentations: Building a Model of Excellent Reference Service Based on WOREP (Wisconsin-Ohio Reference Evaluation Program) Data, the recipient of RUSA’s 15th Anniversary Reference Research Grant; “Teachable Instants” in Instant Message Reference: Taking the Opportunity or Taking a Pass?; and Measuring the Effectiveness of Online Tutorials: A Pragmatic Approach.
Speakers: Julie Gedeon, Kent State University; Carolyn Radcliff, Kent State University; Megan Oakleaf, School of Information Studies, Syracuse University; Amy VanScoy, North Carolina State University Libraries; Cindy Craig, Wichita State University Libraries; Curt Friehs, Kansas Public Library

What WOREP Results Say About Reference Service, Patron Success and Satisfaction

WOREP = Wisconsin-Ohio Reference Evaluation Program

This is a survey in which patron and staff both fill out survey after the transaction. They had a huge amount of data. There were over 100 participating libraries and years and years of participation (1984-2008).

They gave an overview of what methods they used. This part had a lot of statistical jargon that I didn’t know.

They had mostly positive results. Patrons felt they had personal attention and librarians were professional. Their final thoughts: play to your strengths – librarians ranked highly in personal attention and professionalism. Also, continue to do the things that are highly correlated to success: offering enough help, enough time, giving clear explanations, and “librarian appears knowledgeable.” They offered that they didn’t know what that last one meant, maybe everyone should wear glasses. I imagine it has more to do with confidence and skill.

Measuring the Effectiveness of Online Tutorials: A Pragmatic Approach

They started with some assumptions and refutations:

  • “Interactivity is the online hallmark of active learning.” ~ Nancy Dewald
    • Maybe not so if interactivity turns into interruption.
  • Technology is naturally intuitive to college students and young adults.
    • Not really true. Students claimed high satisfaction with the tutorials, but weren’t able to complete the tasks.
  • Tutorials are too hard to make and “I’m too old.”
    • Then you’re down before you start
  • Why can’t we just use the vendor tutorials?
    • You ask what time it is, the vendor is going to teach you how to build a watch. You want something to get to the point quickly. They don’t need to know every feature.
  • “I’ll just put my handouts online. It’s the same thing as an online tutorial.”
    • No, it’s not.
  • “Online tutorials are going to make my job obsolete.”

Some conclusions:

  • Students learn more from video tutorials than from html tutorials
  • Interactivity is not necessary for learning, may even hinder

The Research:

  • surveyed 140 finance students after watching Value Line Online tutorial
  • tutorial left students wanting to know even more
  • more research was needed

The second part of the research was with lower level biology students who came in to the library for instruction with their class – a captive audience.

They looked at some principles in terms of html vs. streaming media tutorials. The principles were modality effect, dual coding theory, and constructivism. For those first two html does poorly since it is visual only while media has video and audio. For the third principle, html looks good because navigation allows for choice while video is linear with (minimal interactivity).

They made 2 tutorials – video and html. The information was the same, only the format was different. After watching the tutorial, students got a survey with an opportunity for feedback and a quiz. They found that confidence increased more with students who watched the video, but more importantly people who watched the video scored way better on the quiz questions. They hope to expand on it more in an upcoming article. They feel there need to be more studies on the effectiveness of different types of tutorials and that libraries should be creating more animation plus narration brief tutorials.

“Teachable Instants”: Taking the Opportunity or Taking a Pass

Megan Oakleaf and Amy Van Scoy

This was a particularly fantastic presentation with wonderful ideas and examples of things we should all be trying.

They took an academic and a teaching and learning focus. They looked at a few models of educational theory in particular.

  • metacognition
  • constructivism & active learning
  • social constructivism

Then they tried to create catchier titles that would be easier to apply:

(great slides with examples)

  • catch them being good – reinforcing positive behaviors
  • think aloud – describe cognitive process, they can learn from our coping tstrategies perhaps even more than when it works out perfectly
  • show, don’t tell
  • chunk it up
  • let them drive – examples “what do you think of those results”
  • be the welcome wagon
  • make introductions – to other staff, to come in in person
  • share secret knowledge

Their methodology included coding 1 year of virtual reference transcripts. They looked at how often the above strategies were used.

62% had at least 1 of the strategies. Show don’t tell had the highest at 43%, but only 15% if they omit page pushes. The lowest was 2% – catch them being good. Also very low at 3% was “chunk it up.” They felt chunk it up was particularly important – showing that this is a process with steps.

Another interesting discovery was that they found a lot of students asking “how?” Students really wanted to be taught.

They had a handout with examples of chat transcripts. The last page was an example of a librarian who took a pass. It was clearly a librarian who wanted to be helpful, but missed an opportunity for instruction.

Conclusions:

  • reference transactions are instructional opportunities
  • many librarians take a pass on the opportunity to teach

meganoakleaf.info/teachwithtech.pdf – article

Their handouts will be on the research and statistics website.

There was a strong question and answer section at the end of the presentations. One audience member asked how long people took with the video vs. the html tutorials. He suggested that might have impact. He also suggested they use a task based exam at end rather than a knowledge quiz. I agree with this questioner. The html group might have breezed over it and not bothered, as opposed to when a student chooses to go to the tutorial because they want that information. The captive audience made it an artificial study IMO, since the students don’t have a self directed reason to be going through the tutorial.

An audience member suggested that librarians establish a rapport with students by talking their language.

An audience member said that his library has a student advisory board. They wanted all video tutorials. And just for one little skill. Ex: Find the x date issue of x magazine.

There was a suggestion that 3-5 minutes is appropriate for video length.

There was also a discussion about when to suggest the student come in to the library. You don’t know why they’re on chat. One person had whooping cough. They might be a distance education student, etc.

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Preparing Yourself To Teach: Touching all the Bases

Filed under: ALA 2009,Conferences — ellie @ 12:00 pm

Preparing Yourself To Teach: Touching all the Bases
ALA LIRT
Whether you’re trying to identify, learn or improve your teaching skills, this session will help you get to the top of your game. Get coaching on how to adapt to your teaching space and your audience. Train on how to repare lesson plans and where to find examples. Even if you just want to learn how to look and sound like a pro, this session will help you hit a homerun.
Speakers: Monika Antonelli, Reference Librarian, Minnisota State University;Lisa Hinchliffe, Coordinator for Info Literacy, University of Illinios-Urbana; Beth Woodard, Reference Library Head, University of Illinois-Urbana

The handouts and ppt are available online at ALA LIRT’s page. I’ll mention ones by number that I thought were particularly informative but didn’t have time to transcribe.

Lisa Janicke Hinchliffe started with assessment as learning. She warned us that if we don’t tell people when they do something wrong they assume they’re doing it right. Misinformed is worse than naive. And that goes for us as teachers too.

Slide #5 – assumptions underlying classroom assessment

  1. One of the most promising ways to improve learning is to improve teaching.
  2. Teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives.
  3. Students need to receive appropriate and focused feedback early and often.
  4. Assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching.
  5. Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers.
  6. Classroom Assessment does not require specialized training.
  7. By collaborating with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction.

She also plugged the book “Understanding by Design” by Grant Wiggins and Jay McTighe.

Librarians teach too much content – we cover too much and uncover too little for students.

She said we need to determine acceptable evidence ahead of time. For example, we want to assess students finding articles, not a set of questions around that.

Beth Woodard started her section with a “think-pair-share” exercise – “What does it mean to be a good learner?” My section came up with:

  • interested
  • engaged
  • some innate
  • some motivation
  • know why they’re there

The presenter offered that good learners are internally motivated. You don’t have to entice them. They are self directed and have confidence in their task.

She talked about learner centered classrooms vs. teacher centered classrooms and the balance of power. You are more likely to have learners who are self regulated if they have some control. Other principles involved in creating a learner centered classroom include the function of content, role of the teacher, responsibility for learning, and purpose and process of evaluation.

Slide 19 had good notes on what learner-centered teachers do.

  1. Do learning tasks less.
  2. Do less telling and get students doing more discovering
  3. Do more design work to meet goals:
    • Take students to new skill levels
    • Engages students’ interest and involvement
    • Involves students in authentic work of the field
    • Develops content and skills awareness
  4. Do more modeling
  5. Do more getting students to learn from each other
  6. Work to create climates for learning.
  7. Do more with feedback.

Students benefit from knowing their learning styles. They know when they need to put in the extra effort.

Slide #25 has a graphic on Kolb’s experiential learning cycle. You need all 4 to have a good learning environment.

She also covered the learning styles and how to teach to the different ones.

The last speaker focused on performance. She said this is the icing on the cake. Theatrical techniques help maintain attention.

Think about your body position:

  • posture – body language
  • placement
    • position
    • level – you don”t have to stay on one level
      • you can get on a chair – cements a memory
      • can get down on a knee – “please, please don’t use Google”

Use voice exercises, articulate, and pause to eliminate ums and ahs, to highlight points and to let listeners catch up.

Break the 4th wall by going out into the classroom.

Use music – if you have it at the start, when it goes off they know it’s time to start.

During the Q&A someone argued we need to move towards having a conversation with the faculty where we don’t ask them what they want us to cover. We ask – what do your students need to be able to do? Then in our judgment, we decide – they’re going to need to know X- here’s what I can do – libguide, in session, etc.

Focus on the students.

1.Do learning tasks less.
2.Do less telling and get students doing more discovering
3.Do more design work to meet goals:
Take students to new skill levels
Engages students’ interest and involvement
Involves students in authentic work of the field
Develops content and skills awareness
4.Do more modeling
5.Do more getting students to learn from each other
6.Work to create climates for learning.
7.Do more with feedback.