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Tailoring Library Instruction for Non-Science Majors Taking Hybrid and
Online Science Classes
Patricia A. Halpin and Carolyn GamtsoUniversity of New Hampshire at Manchester,
USA
Science Students and Information Literacy at UNH Manchester
About UNH Manchester
The University of New Hampshire’s urban, commuter campus
Approximately 1,500 degree and continuing education students
33 residential faculty members in the college; 3 instruction librarians at the UNHM Library
About UNH Manchester
Small size lends itself to collaborative efforts Good relationship with First Year Writing, First
Year Experience, and the Center for Academic Enrichment (CAE)
100 % of Developmental and Freshman English classes receive library instruction
Focus on STEM fields has led to influx of science and technology students and collaboration between science faculty and librarians
About UNH Manchester’s StudentsStudents diverse inAge and academic experienceNative cultures and languagesPreparedness for collegeMany transfer from other institutions, especially
local two-year community colleges
Our CollaborationProf. Halpin and the UNHM librarians have
worked together for years to provide library instruction to students in biology classes
This year we collaborated to teach information literacy skills to non-science majors in two sections of a Diseases of the 21st Century course
Our global goal is to ensure that students taking biological science classes meet or exceed the ACRL’s Information Literacy Competency Standards for Higher Education
Two Sections, Two Class Formats
8 Week Hybrid-Spring 2014 Librarians came into class and did a workshopon finding topics and references
5 Week Online-Summer 2014Librarians posted videos online
on finding topics and references
In both classes, the UNHM Librarians used Twitter to field students’ questions
The Study
Used UNH’s Qualtrics survey softwareStudents took an online pretest and posttestQuantitative questions and short reflective
essaysSmall sample size
Which forms of social media/communication have you used before?
Pre-assignment
8 Week Hybrid-Spring 2014Date AssignmentJan. 23 #1 Introduction, Bacteria vs. Virus, pretest
Librarian visit-Finding Topic Workshop 1:20 pm.Homework #1 due in classCAE tutor visit 3:15 pm.
Jan 23-26 #2 Insect borne diseases (online)Jan. 28 Abstract topic due via TwitterJan. 30 #3 News Articles, Viral and Bacterial Meningitis
Librarian visit-Database workshop 1:30-2:15Homework #2 due in class
Jan. 30-Feb.2 #4 HIV and STDs (online)February 6 #5 Food safety, Guest Speaker, News Articles February 6-9 #6 Heart disease and hypertension (online)February 13 #7 Diabetes and Obesity February 13 APA References due by midnight via Bb assignment toolFebruary 13-16 #8 Malaria (online)February 20 #9 Elder issuesFebruary 20-23 #10 Sanitation links to disease (online)February 27 Research abstracts due in Bb assignment tool by midnightFebruary 27 #11 Abstract Presentations February 27-March 2 #12 Skin Cancer, Vitamin D deficiency (online)March 6 #13 Presentations, Posttest completion
Pretest: What makes a source credible?
Pretest: What makes a source credible?
“If they are from a reliable source such as a University website or research institution.”
“A source is credible if the author is qualified to write on the subject, if it pertains to your topic, if it is relatively recent, if it was published by a reputable source.”
“I find sources to be credible if they’re through a database.”
“A source is credible if you can check the sources and check the validity of the information being presented.”
Pretest: Talk about your experiences conducting research
Pretest: Talk about your experiences conducting research
“redundant”“repetitive”“too many”“In the beginning of the education, the
instruction was helpful.”“The library instruction sessions have helped
me as a researcher, but the sessions are redundant and there are too many of them.”
Twitter Discussions
1. Answer my ?2. Post a URL and ask a ?3. Answer student ?
Twitter Discussions
8 Week Hybrid-Spring 2014
Two in-class team-taught librarian visitsUsed class Research Guide as a springboardFirst visit discussed resources for finding a
topicStudents tweeted their topics & where they
found themInstructor graded the assignment
8 Week Hybrid-Spring 2014
Second visit began with a brainstorming exercise
In class, students filled out a “Creating a Search Strategy” worksheet
Librarians briefly demonstrated how to use Academic search premier
Students looked for articles on their topics and completed the worksheet
Worksheet handed in at end of class and graded by the instructor, with feedback from the librarians
Posttest: What makes a source credible?
Posttest: What makes a source credible?
“Coming from a database/ reputable website. Important because in college, professors are looking for more precise and exact answers.”
“Sources are credible when they have sources and they can be proven true. A random blog on the internet is not credible.”
Posttest: Reflect on how research skills developed or were enhanced
Posttest: Reflect on how research skills developed or were enhanced“To be honest the information literacy
instruction did not help significantly with my research for the abstract as it was mostly all knowledge and search techniques I already knew. However I am more comfortable and confident as a science researcher now having had to dive into a number of articles and databases to find information on my disease. If I need to do it again I will have a better process in place and be much less intimidated when approaching real scientific literature.”
List three places you would go to find science information
5 Week Online-Summer 2014
Date AssignmentMay 19-22 #1 Bacteria vs. Virus Twitter DiscussionMay 22 Pretest and Study Consent Form DueMay 24 Global Abstract Topic Library Homework #1 DueMay 23-May 25 #2 Insect Borne Diseases (not Malaria) Twitter DiscussionMay 26-28 #3 Malaria Twitter DiscussionMay 28 Library Research Homework #2 Due May 29-31 #4 Cancer Twitter DiscussionJune 1-3 #5 HIV and STDs Twitter DiscussionJune 4 APA References due June 4-6 #6 Food Safety Twitter DiscussionJune 7-9 #7 Heart Disease and Hypertension Twitter DiscussionJune 10-12 #8 Diabetes and Obesity Twitter DiscussionJune 14 Last day to meet online or in person with CAE tutor June 13-15 #9 Sanitation links to Disease Twitter DiscussionJune 14 Research Abstracts due via Assignments in BbJune 16-19 Research Abstracts discussion.
Pretest: What makes a source credible?
Pretest: What makes a source credible?
“It is important to find credible information because any one can post information on the internet and whether or not it is true is never fully known. I would say a credible source would be found through the library website and has authors whose credentials are listed.”
“I think a facet that makes a source "credible" is knowing that it came from an official group, and has been analyzed and edited before being published. The more eyes that see a piece of work before it is published, the more credible it becomes.”
Pretest: Talk about your experiences conducting research
Pretest: Talk about your experiences conducting research
“I have had library instruction in both high school and in college, it has always helped me make better use of the resources and informed me about tools I didn't know were available (book loans, etc). The library has also helped broaden the types of resources I use.”
“The library instruction helped me as a researcher because it showed me what I needed to look for and how I needed to look for it.”
“While I cannot say the library instruction helped me reevaluate my research methods, it did help familiarize me with what is available at UNH, with specific regard to the online databases and where to go for primary sources.”
Abstract Discussions in Blackboard
Embedded Librarian Model
Library Homework #1: Finding topic after watching video
Library Homework #1: Finding topic after watching video
Students did not use Blackboard Discussion Board
Help with APA Reference Format
Posttest: What makes a source credible?
Posttest: What makes a source credible?
“A source is most credible if it is peer-reviewed. This is credible because other scientists, doctors, etc. have reviewed and accepted the information presented.”
“A credible source is one that is supported by empirical evidence and has the support and consensus of the scientific community.”
“I feel what makes a source credible is the author having evidence to back up his ideas or thoughts. Credible sources are important because you want to be sure you have accurate information.”
Posttest: Talk about your experiences conducting research
Posttest: Reflect on how research skills developed or were enhanced“The literacy instruction was very helpful to me. I
really enjoyed that it was step by step and showed you where to go and where to find the information…This was my first time ever writing and abstract and I did really well, definitely because of the online guidance by the librarians. I would say now that I have finished the course I have a much better understanding of how to search science related topics. I am much more comfortable using the databases and using keywords to help narrow down my search…This class was very helpful in broadening my understanding of science research. I feel as though I learnt a lot from this class in such a short amount of time.”
Posttest: Reflect on how research skills developed or were enhanced“I used the information provided by Carolyn
Gamtso to guide my research, specifically looking for available information before selecting a topic…I believe I am a much better scientific researcher now that I have gone through the exercise, I am not a science major but many of the research skills could be applied to other fields. I am more comfortable now researching scientific information, mainly because I now know what makes a source credible and what information would be relevant.”
Posttest: Reflect on how research skills developed or were enhanced“Before this class I would have described myself as very green
when it comes to science research. Being a Liberal Arts student, I have steered away from science classes up to this point in college. However, I do feel that I have improved as a science researcher. The videos posted in class, along with the resources provided helped me very much. I now feel that I have somewhat of a handle on researching for science, whereas before I would have trouble knowing where to start.”
“When I first started this class I had no basic concept of how to research for credible science information. To be honest I did not even know what credible information was. Being able to see the different trusted websites and the amount of information that is out there was a huge help to me throughout the semester. Because of everything I have learned I am have developed my research skills and now feel very confident writing scientific papers and abstracts.”
List three places you would go to find science information
Moving ForwardPretest determines instructional approach“Flipped classroom” model for hybrid classesAdd a video and homework assignment on
APA formattingVideo homework rather than worksheetScaffolded instruction by academic yearLibrarian as research consultant
Bibliography
Gamtso, Carolyn White; Rachel Blair Vogt; Nicole Chartier; Gail Fensom; Natalie Glisson; Jennifer Jefferson; and Dorothy Sherman. "Research Mentoring: Expanding the Role of Writing Tutors." Writing Lab Newsletter. 38.1-2 (2013): 10-13.
Halverson, Kristy, Marcelle Siegel, and Sharyn Freyermuth. “Non-Science Majors' Critical
Evaluation of Websites in a Biotechnology Course.” Journal of Science Education & Technology. 19.6 (2010): 612-620.
Junco, R., G. Heigberger & E. Loken. “The Effect of Twitter on College Student Engagement
and Grades.” Journal of Computer Assisted Learning. 27 (2011): 119-132. Paterson, Susanne F. and Carolyn White Gamtso. “Guiding Students from Consuming
Information to Creating Knowledge: A Freshman English Library Instruction Collaboration.” Communications in Information Literacy (CIL). 5:2 (2011): 117-126.
Paterson, Susanne F., and Carolyn B. White. “Rethinking the Paradigms: Toward a New Vision
of Libraries and Student Learning.” The International Journal of Learning. 12.5 (2005/2006). Paterson, Susanne, and Carolyn White. “A Collaborative Approach to Information Literacy.”
Academic Exchange Quarterly (AEQ). Volume 8, Issue 4, Winter 2004. Williams, D.L., V.L. Crittenden, T. Keo & P. McCarty. “The Use of Social Media: An Exploratory
Study of Usage by Digital Natives.” Journal of Public Affairs. 12:2 (2012): 127-136.
Tailoring Library Instruction for Non-Science Majors Taking Hybrid and
Online Science ClassesPatricia A. Halpin, (603) 641-4140,
[email protected] Gamtso, (603) 641-4172,
