The Library and 1st year Science Students: Collaboration in Teaching Information Literacy

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    31-Oct-2014

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  • 1. Pavlinka Kovatcheva,UJ Faculty Librarian: SciencesE-mail: pkovatcheva@uj.ac.zaPresented at the UJ Faculty of Science First Year Academy 31 October 2012

2. Defining Information Literacy (IL) as applied to theacademic environment:It refers to skills that enable one to recognize whenthey need information to solve a problem, how theycan formulate their search strategy and skills ofbeing able to identify the correct sources of therelevant information they need frombooks, journals, on-line databases, indexes, etc., andconducting the search itself to yield usefulinformation. Their ability to evaluate thedocuments/information they get. How to extract theinformation they need, make proper references.(Baro & Keboh, 2012) 3. Library Orientation and Tours in the Library Group Subject specific information skills sessions One-to-one library trainings Help with Searches, Assignments, Lab reports andResearch projects Online support with Subject guides (Portals) Online support via EduLink: Library Resources: Sciences Online tutorials (Subject portals; EduLink) Assessment methods: Test & Trainings feedback Use Social Networking for communicating and sharinginformation and resources with users 4. According to the literature: Subject-specific information literacy and itsintegration into curricula, especially in thesciences, benefit students (Ferrer-Vinent &Carello, 2011) Collaboration between classroom faculty andlibrarians has been identified as a key element inthe success of a library instruction program(Ferrer-Vinent & Carello, 2008) Competency in science information literacy is anobjective of most undergraduate biology programs(Fuselier & Nelson, 2011) 5. Source 6. Library Information sessions as part of the UJFaculty of Science OrientationAPK Campus DFC CampusDate: 24/1/2012Date: 30/1/2012Number of students: ~ 650Number of students: ~ 150Power Point presentation Power Point presentationIntroduction to the: Introduction to the: APK Library facilities DFC Library facilities APK Library services DFC Library services Library Resources (print & Library Resources (print & online)online) Sciences Subject Portals & Sciences Subject Portals & Social NetworkingSocial Networking 7. Library Tours as part of the UJ Faculty of Science Orientation:APK Campus DFC CampusDates: 25/1/12 & 26/1/12 Date: 2/2/12Groups: 11 Groups: 5Number of students: ~ 300Number of students: ~ 90Assistants: Faculty & Library staffAssistants: Library staffPrint-out: Sciences brochure Print-out: Sciences brochureThe APK Library Tour included: The DFC Library Tour included: Library security; Information Point; Library security; Information Point;Lending Desk & Books on Reserve; Circulation Desk & Books on Reserve;Computers; Printers & Photocopies; Computers; Printers & Photocopies;Open Shelves Book CollectionsOpen Shelves Book Collections;(Sciences, Level 3); Journal Journal Collections; ILL & ICL;Collections; ILL & ICL; ReferenceReference Collection; Audio-VisualCollection; Sciences Librarian deskCollection; Sciences Librarian desk 8. Comments: The 2012 Library Orientation was better presented tothe 1st year students than past years It weight more the value of the library, if it is in a slotafter the UJ Faculty of Science Deans speech Thus, it shows student the recognition of the libraryas an important component in their studies Better opportunity for the Librarian to meet withhigher number of students, compared to the smallgroups before EduLink trainings(as in past years) The Library tours helped students to get to knowmore about the library, available facilities, servicesand resources. 9. Practical Reportwriting, Plagiarismand the use ofLibrary Resources 10. Discussion with the lecturers to find a way toincorporate the library instruction during the Biology1A course in the 1st semester of 2012 Purpose:- For students to be able to develop library researchskill in finding and applying information for their Labreport.- To learn how to avoid plagiarism by citing andreferencing in the correct method 11. Library Training Sessions; Feedback & Assessments Class list (133 students)Writing Scientific report: Part 1 Writing Scientific report: Part 2Finding & Accessing information Plagiarism, Citing & Referencing2 Groups: 15/2 & 16/2 2 Groups: 20/2 & 21/2Time slot: 1 hour for each groupTime slot: 1 hour for each groupVenue: Labs Venue: LabsNumber of students attended: ~120 Number of students attended: ~110Training content: Steps in Online Training content: What is Plagiarism &Searching; Library Resources forCopyright; How to avoid Plagiarism byBiology; How to write a report; Article citing and referencing; Practical examplesstructure; Databases for e-books &of citing techniques; how to reference ajournals; EduLink access to resources book; journal article; Internet resourceEduLink : Library Resources; Both Assessment test after the sessions: Topresentations; Mastering Biology Online reference correctly a book & articleaccessIncorporate library questions in theQuestionnaire feedback for all thePractical1 test training sessions 12. Some of the feedback from Biology 1 students. Theyfound the training sessions: Informative and helpful; Need more practice; The librarian was good and she met all ourexpectations; Pavlinka was perfect The training really helped, because now I know howto reference a book and also how to search for articleand books online I wish I knew all this earlier. After I saw thesepresentations everything was easier The information provided was good and helped withthe practical and now we understand the concept ofplagiarism 13. Training sessions were requested by the Academy of Computer Science & Software Engineering. Students were given an assignment to find 2 articles and answer the research questionInformatics 1B: Library trainingHow to find Information for your Research projectTraining sessions: 31/7/12 & 2/9/12 (2 sessions)Time slot: 1 hour eachVenue: Lecture HallsTraining content: How to access library resources (Subject Portal;EduLink); How to Search for print & Online books; How to search forjournals; How to search the Databases for articles; Citing & ReferencingComments: There was no formal assessment or feedback 14. The Statistics 1B students had no formal librarytraining. The lecturer requested that Im available for studentsto meet and help. +- 80 students First 2 weeks in October 2012 2 Assignment topics:- Find the name of the Science librarian @ APK; whichfloor are the statistics books; the Classificationnumber range- To find a scientific article on a topic (hypothesistesting). 15. Library presence at theVirtual LearningEnvironment: EduLinkEduLink Statistics 16. Discussed at the UJ Faculty of Science Teaching andLearning meeting and the Deans Committeemeeting to present the workshop to Sciences FirstYears The only classes where we reach all our studentswill be in the Chemistry, Biology, Mathematics andComputer Science. An hour of lecturers time, where the Facultylibrarian: Sciences & Copyright officer will dotraining sessions. This is a credit bearing and the students willcomplete an Edulink test after the sessions.(Melanie Jacobs, Faculty of Science) 17. The trainings took place in the first 2 weeks ofOctober 2012 With my colleague Thapelo Mashishi, UJ CopyrightOfficer we trained 12 classes 804 students Both APK & DFC Campuses 1st year Science students Power Point Presentation that covers:- What is Plagiarism & Copyright- How to avoid Plagiarism by Citing & Referencing- 4 videos were played to enhance the presentationand to provide visual explanation 18. Created on EduLink test- 30 questions, whichstudents needed to complete and have a minimumof 50% to pass the course, by 31st October. Thequestions were equally distributed to cover all thetraining material The Presentation and additional PlagiarismResources were added to EduLink Link to the UJ Sciences Librarian PlagiarismPortal is available to students to watch relevantvideos and practice their knowledge. 19. 780 registered students for the CSIT02 course 436 completed the Plagiarism test by 30/10 111 100979390 8782 83 80 77 73 7067 64Pass % Students48 21161621 20. Most of the students who completed the test, answer correctly between 25 and 29 questions Grade Value35302520Grade Value1510 5 0 100 111 122 133 144 155 166 177 188 199 210 221 232 243 254 265 276 287 298 309 320 331 342 353 364 375 386 397 408 419 430 11223344556677889 21. http://ujsciencelibrarian.pbworks.com/w/page/6193643/FrontPage 22. Way forward and recommendations: Close collaboration and partnership between theFaculty and the Sciences Librarians Need to look at all possible ways to improve theteaching of IL skills for undergraduates To adapt 1st year Orientation to more practical andefficient training and assessment To work closely with lecturer and implement IL intothe subject instructions, such asBiology, Chemistry, Physics, Maths, etc. To provide throughout the year training coursesbased on need analysis 23. Baro, E.E. & Keboh, T. 2012. Teaching and FosteringInformation Literacy Programmes: A Survey of FiveUniversity Libraries in Africa. Journal of AcademicLibrarianship, 38(5):311-315 Ferrer-Vinent, I.J. & Carello, C.A. 2011. The LastingValue of an Embedded, First-Year Biology LibraryInstruction Program. Science & TechnologyLibraries, 30:254-266. Ferrer-Vinent, I.J. & Carello, C.A. 2008. EmbeddedLibrary Instruction in a First-Year Biology LaboratoryCourse. Science & Technology Libraries, 28(4):325-351 Fuselier, L. & Nelson, B. 2011. A Test of the Efficiencyof an Information Literacy Lesson in an IntroductoryBiology Laboratory Course with a strong Science-Writing Component. Science & TechnologyLibraries, 30:58-75

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