Effective simultaneous hands-on drill for basic electronic database instruction

EFFECTIVE SIMULTANEOUS HANDS-ON DRILL FOR BASIC ELECTRONIC

DATABASE INSTRUCTION

NICHOLAS G. TOMAIUOLO Central Connecticut State University

ABSTRACT: Academic librarians are always concerned with discovering new, more succesffal methods o f teaching college students the fundamentals o f searching electronic databases. A portion o f the professional library literature deals with "conceptual /nstruction" and "mental models" in great detail The reality is often that the librarian '$ role is limited to a perfunctory orientation session that may last no longer than one hour. This article, which concerns "procedural instruction," gives reasons for emphasizing this practical method. It also renders an example o f a model instructional search session.

INTRODUCTION

Several methods of bibliographic instruction for electronic resources have been discussed in the fibrary literature. Although most of the literature discusses OPAC instruction, CD-ROM and World Wide Web instruction are also well covered. Articles date back to the early 1980s when electronic versions of indexes and library holdings lists first evolved. Throughout this period to the present, instruction methods have clmuged. Although a wide range of instruction prevails, hands-on instruction remains the first choice of librarians and

their clientele.

Conceptual Instruction

Many authors agree that end-users must form a mental model of database searching and charge the librarian with this responsibility. A mental model is the computer user's concep-

*Direct all correspondence to: Nicholas G. Tomaiuolo, Bibliographic IttsOuction Librarian Elihu Burritt Library, Central Connecticut State University. New Britain. CT 06050;, Phone: (860) 832-2~.

RESEARCH STRATEGieS, Vdume 16, Number 2, pries 135-145. Copyrigk © 1998 by JAI Press Inc. All righm d rqwoductl~ I~ any form rese~ed. ISSN: 0734-3310

136 RESEARCH STRATEGIES Vol. 16/No. 2/1998

tion of how a system works; it is the model of the system that the user builds in the mind. Authors credit the searching success of conceptually trained end-users to their better understanding of database construction. 1

According to K. D. Eason, teaching a conceptual approach may prove valuable to certain users who want broad, in-depth instruction; these users tend to have advanced information needs, or need to use the system at their jobs. 2 The conceptual model, which emphasizes teaching what makes the electronic resource work, is reported as the most efficient use of the learner's time. 3 Learning the conceptual model allows users to generate a variety of search strategies. Yet concerning novice library users, Eason admits that, 'Whey do not have a deep knowledge of computer technology in general or of a particular system in question, and they probably do not seek such knowledge . . . . They seek only the necessary knowledge to fulfill their task needs. . .any unnecessary activi ty. . , is an obstruction of the ends. ' " These users would be better served by what has been referred by researchers in the human/computer interaction literature as "Procedural Instruction. ''5

As far back as 1983 fibrarians at Northwestern University decided that printed aids were insufficient to teach end-users. They favored a conceptual framework for teaching searching. It was based on using the visual massiveness of their defunct card catalog as a contrast to their new online catalog. 6 (Of course, most libraries have by now rid themselves of their physical catalog apparatus, and this juxtaposition is no longer viable.) These librarians contended that because database interfaces were so dissimilar, teaching conceptual searching would be the most appropriate approach. While the challenge of searching instruction may be viewed from this perspective, it should also be noted that procedural training is the quickest way to get a class searching in a single session.

Procedural Instruction

Procedural instruction is user-centered. Unlike demonstrations and lectures, where students are totally passive, procedural instruction places the students at the computer and makes them participate. Once students are using the system, active learning that can occur during an online drill may be considered heuristic. That is, although the instructor tells the group which keys to press, it is the students that do the "discovering." By participating, they absorb the mental sequence necessary to produce results.

Because procedural instruction centers on mechanical functions such as what keys to press, which activities to select, and how to initiate the activities, there may be the conno- tation that it does not address the higher functions of online searching. Theresa L. Wesley wrote that procedural instruction of searching protocols would be a regression in bibliographic instruction and stated that, "it would take us back to the stage when the tools, not the concepts, were taught by librarians. ''7 Yet time constraints of a brief meeting with a class of students demands focused "hands-on" to bring students to an acceptable performance level for them to fulfill their professors' requirements.

Advocates of conceptual training do not deny the advantages of a post-lecture hands-on session. Mary Ellen Litzinge r and Bonnie Anne Osif remarked that hands-on works for "convergers" (people who have a proclivity to perceive abstractly but enhance their knowledge by performing a process). 8 They also commented that abstract conceptualization "with no active participation is not a viable option. ''9 Frances Jacobson and Michael Jacob- son agreed: "If students are not provided with the opportunity for active learning, they may

Effective Simultaneous Hands-On Drill 137

experience conceptual knowledge as abstract or removed from the real life situations that give it meaning. "10

John P. Stierman added, " S t u d e n t s . . . often expect practical computer training . . . . Since the introduction of electronic retrieval systems, bibliographic instructors have worked to incorporate online catalogs and CD-ROMs into their fifty-minute instruction session. "11 Although demonstrations are worthwhile to the extent that they capture students' interest, they do not provide the needed computer interaction. Procedural instruction, while not able to make expert searchers out of our students, succeeds in providing users with the necessary knowledge of a given interface so that basic searches can be performed. If the system the library uses is intended to be permanent, the procedural exercise serves as a solid foundation for students' subsequent searching. In the author's experience, it is the only method that provides the librarian and the student with immediate feedback on how well the search system is being used. This hands-on instructional method can be executed in the library in a computerized classroom or in a public workstation area.

Some Altematlve Methods for Teaching Database Searching There would appear to be many possible venues for hands-on instruction at an academic

institution. Many campus computing centers boast classrooms of fifty computers and an instructor's machine and projection system. But library in-house hands-on instruction is the preferable method of teaching students to search. Unfortunately, an informal survey of the PACS-L (Pubfic Access Catalog List) and BI-L (Bibliographic Instruction List) revealed that hands-on training is not always possible. A query was posted in May 1997 that asked: (1) If libraries had proprietary computer-equipped classrooms for bibliographic instruction; and (2) what methods of teaching searching were used, if not hands-on. Response during the next five working days was brisk. Responses fell into five categories. Libraries with proprietary classrooms (that is, belonging to and scheduled by the library) formed one category (n = 18). Libraries with only LCD pads to project demonstrations constituted the next category (n ffi 16). The third category was libraries that had classrooms on their premises that were co-funded by other academic departments and were scheduled by other departments (n = 8). Libraries in the fourth category (n = 6) needed to use the campus computing facility whenever they desired either demonstrations or hands-on.

• Libraries in the last category still crowded students around one computer to demonstrate electronic resources; these libraries had no projection equipment and no hands-on (n = 4). The survey's worst interpretation is that at least 20 respondents have no provision for hands-on practice. The positive side is that 30 libraries have either their own electronic classrooms or access to a classroom. Access in itself, however, is not a final solution in some cases. Respondents that stated they used campus computing facilities admitted that although there was no difficulty scheduling classes, using the facilities was problematic in that hardware and software often differed from the resources used in the library, not all library databases were available and systems reliability and features were not under the librarians' control.

Effective Hands-On Instruction

Stierman pointed out that "If librarians do not address the need for hands-on instruction and take steps to satisfy it, professors and instructors outside the library will offer library


instruction in the ~g~owing number of computer centers at colleges and universities throughout the country. "12 Teaching a class to search in one session may be compared to brief psychotherapy. Searching is an art/science that requires professionals have significant practice to perfect, but teaching faculty can rarely spare more than one class session (a rela- tively brief time period spanning fifty to seventy-five minutes) to devote to the library. The librarian, in this scenario, is like the managed care psychiatrist: one must be as effective as possible in as little time as possible.

The conceptual instruction detailed earlier in this article is impractical to attempt in one session. The librarian chooses whether to provide information that will allow students to use the electronic resources in question, or whether to provide background on the concepts of searching. The most pragmatic choice gives students the tools to perform a search, interpret a citation, and print the results.

Simultaneous Hands-On Drill

The Elihu Burritt Library of Central Connecticut State University serves a population of 6,000 full-time plus 6,000 part-time students. An average of 4,000 students from 200 classes enter the library each year for faculty-arranged bibliographic instruction. Having tried demonstration and hands-on from several angles over the past two years, an approach was finally discovered which offers students concrete interaction with the library's electronic resources. In the simultaneous drill, the librarian is in control of a planned hands-on instruction session. These planned online chills engage students in an active role. Innova- tive Interfaces Incorporated is the OPAC software running in the author's library. The 'Triple F' interface allows students to choose a type of search, then places the student at a screen that prompts the user for entry of a word or words. Once the student has decided what type of search to perform, the program shows sample searches on the lower part of the screen. The menu system, screen content, and the online examples facilitate searching. Although "Triple F' is intuitive, the student still needs to know which keys to press to begin a search, limit a search, interpret retrieval and print results. The best procedure to introduce these skills to nascent searchers is a guided hands-on session.

Physical Orientation of the Classroom and Before Class Preparation

The networked personal computers in.the library's Bibliographic Instruction Classroom are designated as the '~tands-on" session location. There are twelve PCs configured in a "three sided rectangle." Each student's back is to the instruction librarian. The librarian sees, by watching the monitors, every step the students execute. By "monitoring the monitors," the librarian intercedes when students have fallen behind, gone too far ahead, or have gotten behind. At Elihu Burritt Library, up to 24 students can be accommodated but need to be seated two to each machine (see Figure 1).

The networked computers in this area are configured to perform three functions (see Figure 2). From the middle window, there is access to the OPAC and its associated tape loaded and online databases (e.g., ABI-Inform, Periodicals Abstracts, ERIC, PsycInfo, and the FirstSearch service). The icon for these operations is called "telnet CONSULS." The middle window also allows for World Wide Web searching through Netscape Navi- gator and Interuet telneting. The right and left windows offer access to various DOS CD-ROM databases or Windows based discs. The librarian ensures that each student

Effective Simultaneous Hands-On Drill

X X X X

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X = ~dent workstations, monitors facing Y Y - instruction librarian

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FIGURE 1 Pyhsical Layout of Bibliograhic Instruction Classroom

139

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FIGURE 2 Desktop Configuration at Hands-On Workstations

sees what is available on the network by resetting each computer to the original tiled

configuration before a class arrives.

T h e E x e r c i s e

The exercise commences once the students are seated at the workstations. Quick refer- ence is made to the operations that may be executed in the three windows. Often the dril l 's


objective is to teach students how to locate articles for freshman English composition assignments; the focus is on bibliographic databases. For these classes the Periodicals Abstracts database offereing access to 1,700 general and scholarly publications is the most appropriate to search. The librarian must mention the other databases and the wide scope of the OPAC databases' coverage. Emphasis must be placed on a key point that eludes some students: depending on the topic, one database is probably preferable to another.

Students are urged to keep pace with the instructor. Because the librarian can see all the screens, she can quickly return straying students to the proper place in the exercise at any rime. It is now a matter o f instructing students in which keys to press to perform a search. For a typical class the librarian follows this routine (readers can use this example as a model):

Define the essential terms for students. A database can be any collection of information such as your personal pocket phone book; when a collection of this type of infor- marion is placed into a computer's memory, it can be called an online database. Students who have computerized schedule organizers or phone directories will understand this. Finally, students should become aware that an online system con- tains one or more online databases.

Distribute a handout of all CD-ROM and OPAC databases running on the system; include scope information. Briefly highlight the DOS CD-ROM, Windows CD-ROMs, the Netscape Navigator icon, and the OPAC (i.e., telnet CONSULS) icon. (Readers must adapt this to their own systems.) Also distribute a map to library resources.

If students with more searching experience are in the class, be prepared with an exercise that these students can do on their own. This will also decrease the potential for more advanced students not "following along" with the drill.

Verbally instruct students to double click on the OPAC icon (CONSULS in our case) to start a session.

Explain that the OPAC is not only a catalog of books and other materials, but is also a gateway to databases that locates magazine and journal articles.

Inform them which key accesses the database list, and has them press the correct key to enter the database list.

Briefly explain available databases. Describe the databases from top to bottom without skipping around (see Figure 3). Having a few journals to show students the types of publications they may encounter, depending on the database, is another way to engage the students. For ERIC include microfiche; for ABI-Inform include a copy of the Journal of Marketing as well as Business Week; for PsycInfo pull some cop- ies of Psychological Reports and the Journal of Experimental Psychology. Periodi- cal Abstracts will cover Time, Newsweek, the Economist, but also Rolling Stone and Christian Century. Visualizing the types of publications indexed for the various databases to which your library subscribes reinforces the importance of choosing the correct database.

Propose a hypothetical topic. For the basic English class where the professor has told the librarian that students are doing argumentative papers on "gun control," "right to die," or"violence on television," the librarian may propose that they do a search on a general issue such as "welfare reform." For a psychology class, make a more appropriate sug-

E ~ Simultaneous Hands-On Drill

CONSULS-CCSU

INDEXING &ABSTRACTING SERVICES:

1"he followin8 Indexing & Abstracting Services am Available:

A > ABI Inform - Global Bwness Database

E > ERIC - Index to .~lucation Reports and Journals

P • Periodical Abstracts - Genend Literature Database

S • Psyclnfo - Psychology & Related Disciplines

F > FirstSearch - Access to Selected Databases

G > Access GPO Databases

R • Return to Previous Menu

Please choose one (A,E,P,S,F,G,R,):

FIGURE 3 Database Menu: Explain Scope of electronic Resources

141

gestion (i.e., '~.aUnent of hulimia" or "television violence"). Topics that cross over databases are excellent examples of how students should think about investigating a topic from more than one perspective and, therefore, try more than one database.

Ask students to consider database content and to choose the database they will use. The fibrarian should remind students that a topic may be considered from many per- spectives. One particular database is not always the only resource. For "welfare reform" students may offer rationales for using the business databases or possibly the ERIC database. For general topics such as this, have them use the most generic database available. The search screens for our OPAC-mounted databases have many search options. Students may perform "author of article" searches or "subject heading" searches. Announce to the class that the quickest way to begin seeing results is to choose a "word search" (option "W").

Have the students key in a search together. Twelve to 24 students will simultaneously press "W" to begin a "Word" search. They then type "welfare reform." Ask that students not press the "Enter" key until told to do so. Keeping the students together is key for a successful simultaneous hands-on drill. When all of them have finished entering their terms on the search screen, ask them to press "Return" or "Enter."

The "Triple I" software now locates documents on the selected database which have the search words anywhere in the record. Regardless of how many "hits" it produces, it only shows a brief title followed by a journal title and date (see Figure 4).

Both the librarian and the students view the hit lists. Ask the students, "How many matches or 'hits' did you find?" This should elicit some common responses. If it does not, you can always interject, "You should have 832." A n uncommon response (i.e., "I did not get any results.") requires further investigation. This is an

142 RESEARCH STRATEGIES

Yon searched for the WORD: welfare reform 832 entries found, entries 1-8 are: 1 The hidden paradox of welfare reform 2 A blue-ribbon county 3 "Character talk" and public policy 4 'Choice' success depends on the minds 5 Documenting the journey out of welfar 6 God in a box? 7 The great Araerican welfare lab 8 Hamilton and the Jeffersonian myth Please type the NUMBER of the item you want to see, OR F > Go FORWARD P > PRINT

APPEARS IN American Prospect Time Affilia Christianity Today Nieman Reports Christianity Today Time World Policy Journal

N > NEW Search D > DISPLAY Tide, Author and Date A > ANOTHER Search by WORD + > ADDITIONAL options Choose one (I-8,F.N,A,P,D,Lj,E,+)

Vol. 16/No. 2/1998

PABS DATE May97 Apr97 Apr 97 Apr 97 Apr97 Apr 97 Apr97 Apr 97

FIGURE 4 Brief Titles from the Periodicals Abstracts (PABS) Database

opportunity to point out that the computers are very literal. I f one has made a typo- graphical error, one will likely retrieve zero.

Fol lowing T h r o u g h

The librarian will probably have roughly one-half of the period remaining. In which to have the students identify elements in the bibliographic citations, recognize an abstract, address the "link to holdings" feature, and learn how to print the citations. Moreover, the objective is that each student becomes involved in her own search as the librarian roves and facilitates.

From the retrieved list of "welfare reform" hits, have the students choose one citation of which you have already retrieved a hard copy from the library's serials department. Ask them to look at the representative citation.

With the citation on everyone's monitor, ask if someone can tell you some of the elements of a bibliographic citation. If there are no takers, go over the elements that are displayed, explain the abstract, and the subject headings. Students should be apprised that although they used ' 'welfare reform" to achieve results, one or more of the subject headings could work as a subject search. Try to let students discover this by themselves. Without becoming too theoretical, and remaining enthusiastic, reinforce how the display of subject headings or the appearance of new, relevant keywords may be reused to take their searches in other valid directions.

I f your OPAC links to the library's holdings, ask ff students can determine whether they can see a copy of the article at your library. I f an alert student says "yes," ask this was deter- mined, then reinforce the answer by reiterating it. Finally, surprise them by holding up a copy of the retrieved journal article. Tell them the procedure you followed to procure it. Refer to the library map you have given them. This is also an opportunity to discuss Inter- library Loan and union lists of serials.

Finally have each student look through the available options and teach them how to "Export" if you are using a 'Triple F' catalog or to mark and print using other software.

Effective Simultaneous Hands-On Drill 143

When each student has sent a record to the printer, it is very impommt to have everyone

stay together as you all back up to the main menu. Refresh their memories about each

screen as you have them do the search process "in reverse."

Feedback Feedback is immediate. Students who have sent their sample records to the printer are

now returning to the "Databases" option, choosing a database, and trying a "word search."

Many faculty members comment on how pleased they are with this new, direct,

student-centered approach. The reality is that everyone is progressing; the librarian begins

to rove.

Roving While roving, it may be helpful to distribute sample bibliographic records with the

elements of the citations explained (see Figure 5). As you move about, be aware that students may still approach the search with poor logic. One may begin his own search in the ERIC database and be looking for "euthanasia." Remind students that each database has a scope; in the case of "euthanasia," brainstorm with the group and have them tell you

You searched for the WORD: welfare reform Record 7 of 832

AUTHOR Cohen, Adam. TITLE The great American welfare lab.

PABS

APPEARS IN Time 1997, vi49n16, Apr 21, p. 74-76 (3 pages)

ABSTRACT Wisconsin has cut its welfare rolls by half, and many former recipients are working, but a good many are ending up in homeless shelters. Wisconsin is leading the nation in welfare

Holdings: TIME

1 • CCSU Serials - Paper CCSU Serials 4th Floor LIB HAS: v.8-124 1926-1984 and CURRENT ISSUES 2 • CCSU Serials - Microfilm CCSU Serials 4th Floor LIB HAS: v.125- 1985- magazine 3 • ECSU SERIALS - PAPER ECSU Serials Stacks LIB HAS: v.105 1975 - v.109 1977, Current issues. SEE ALSO Microfiche

Key NUMBER to see detailed holdings, OR

M > MORE BIBLIOGRAPHIC Record R > RETURN to Browsing F > FORWARD browse

B > BACKWARD browse N > NEW Search + > ADDITIONAL options

Choose one (I-9,M,R,F,B,N,A,H,S,P,E;+)

FIGURE 5 Sample Bibliographic Record

Note: our library owns this


that the first most appropriate database choice is "Periodicals Abstracts." Roving is the perfect time to consult with both successful searchers and unsure students.

CONCLUSION

Demonstrations followed by a hands-on session have been advocated. This approach, however, is apt to crowd the "hands-on" segment of a single session. This example applies most aptly to libraries with their own electronic bibliographic instruction classrooms, but could still be a,~__rCed to public areas or campus computing facilities. The simultaneous hands-on drill has proved an effective method because it keeps students together while providing the librarian with opportunities to verbally and visually connect the search process to the meaning of the citation, show the helpfulness of a link to holdings, and ulti- mately lead students to where the materials are located. It also has the benefit of being executed in one session. Faculty members, students, and the author are satisfied with this discovery. The conceptual instruction model, while appropriate for professional searchers, faculty, and advanced students, would overwhelm new searchers needing basic information. Yet concepts, as well as mechanics, can he taught in a brief class period if supplemen- tary written material is provided. The material might define databases, simple search commands, and Boolean logic. Further investigation would offer more evidence. A possible research scenario involves three groups of students. The first group receives a demonstration. The second group receives the demonstration and the simultaneous hands-on drill. The third group receives only the simultaneous hands-on drill exercise. Then the groups would he assigned identical topics to search. Depending upon the results, this could help librarians establish a baseline for bibliographic instruction and electronic resources.

NOTES AND REFERENCES

I. See, for example, Betsy Baker, "A Conceptual Framework for Teaching Online Catalog Use," Journal of Academic Librarianship 12 (May 1986): 90--96; Theresa L. Wesley, "InsUuctional Program Design: A Re-examination in Light of New OPAC Demands," Technicalige$ II (March 1991): 9--II; Christine L. Borgman, "Mental Models: Ways of Looking at a System," Bu//egn of the American Society for Information Science 9 (December 1982): 38-39; Joan M. Cherry and Marshall Clinton, "An Experimental Investigation of Two Types of Instruction for OPAC Users," The Cana- dian Journal oflnformation Science (December 1991): 2-22; and Frances F. Jacobson and Michael F. Jacobson, "Representative Cognitive Learning Theories and BI: A Case Study of End-User Searching," Research Stratesies 11 (Summer 1993): 124-137.

2. K.D. Eason, "Understanding the Naive Computer User,"The Computer Journal 19 (Febru- ary 1976): 3-7.

3. Christine L. Borgman, "Performance Effects of a User's Mental Model in an Information Retrieval System," In Productivity in the Information Age: Proceedings of the 46 ~ ASIS Annual Meeting (Washington, DC: American Society for Information Science, 1983), p. 121.

4. Eeson, "Understanding the Naive Computer User," p. 3. 5. See, for example, Piraye Bayman and Richard E. Mayer, "Inslructional Manipulation of

Users' Mental Models for Electronic Calculators," International Journal of Man-Machine Studies 20 (1984): 189-199; P. Briggs, "What We Know and What We Need to Know: the User Models Versus the User's Model in Human-Computer Interaction." Behavior and Information Technology 7 (1988):

Effective Simultaneous Hands-On Drill 14.5

431--432; Christine L. Borgman, "The User's Mental Model of an Information Retrieval System: Experiment on a Prototype Online Catalog." International Journal of Man-Machine Studies 24 (1986): 47-74.

6. Baker, "A Conceptual Framework for Teaching Online Catalog Use," p. 93. 7. Wesley, "Instructional Program Design: A Re-examination in Light of New OPAC

Demands," p. 10. 8. Mary Ellen Litzinger and Bonnie Anne Osif, "Accommodating Diverse Learning Styles:

Designing Instruction for Electronic Information Resources." In What is Good Instruction Now?, edited by Linda Shirato, (Ann Arbor:. Pierian Press, 1993), pp. 73--81.

9. Ibid, p. 75. 10. Jacobson and Jacobson, "Representative Cognitive Learning Theories and BI: A Case Study

of End-User Searching," p. 125. 11. John P. Stierman, "A Hands-on Approach: The Missing Ingredient in Online Instruction,"

Illinois Libraries 74 (December 1992): 513--516. 12. Ibid., p. 514.

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Effective simultaneous hands-on drill for basic electronic database instruction