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Leveraging Google Skills. Julia Shaw-Kokot, MSLS, AHIP KT L. Vaughan, MSLS Health Sciences Library University of North Carolina at Chapel Hill. Library Resources. Photo from the NC Wildlife Commission’s Web Site. Library Resources. Access multiple resources Journals Books Full text - PowerPoint PPT Presentation
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Julia Shaw-Kokot, MSLS, AHIP
KT L. Vaughan, MSLS
Health Sciences LibraryUniversity of North Carolina
at Chapel Hill
Leveraging Google Skills
Library Resources
Photo from the NC Wildlife Commission’s Web Site
Library Resources Access multiple resources
Journals Books Full text Expert resources
Not so easy to use What tools you want to use Where the tools are located What hoops to jump through to get to tools How to get to the information from the tools
Photo from the NC Wildlife Commission’s Web Site
Access multiple resources Citations (including PubMed) Full text articles Non-reference database materials
Reports Contracts Government documents at all levels
Google Answers Easy to use
Simple access No logins/passwords Get something no matter what
Researchers Searched PubMed for “Google”
(5-28-05 = 80 hits) Research articles METHODS: A comprehensive systematic search was undertaken of the
published literature to September 2003 in ERIC, LISA, MEDLINE, PREMEDLINE, EMBASE, the Cochrane Controlled Trials Register and Google.
SEARCH STRATEGY: We searched the Cochrane Infectious Diseases Group Specialized Register (August 2004), CENTRAL (The Cochrane Library Issue 3, 2004), MEDLINE (1966 to August 2004), EMBASE (1980 to August 2004), U.S. National Library of Medicine (NLM) Gateway (1953 to 1965), Web Science Citation (1981 to August 2004), LILACS (August 2004), Google search engine (August 2004), conference proceedings, and reference lists.
StudentsMix of ages (Boomers, GenXers,
Millennials)Students know the web does not meet
all their needs. Characteristics of students
Results rather than facts Trial-and-error approach Immediate results
Pharmacy ProgramPharmD curriculumAbout 145 first year studentsAt least 2 years of college
Many already have degrees in other fieldsFirst year curriculum block
All students in same classesVery competitive
First Year Pharmacy Assignments
Online Assignments since 1998 Two assignments a year
Fall – guided to library resources PubMed International Pharmaceutical Abstracts (EBSCO) Business database Natural Products Database Advanced Google
Spring – Only one guided question Course integrated with points for completion
Blackboard based
Assignment Objectives Fall
Expose students to key resources Cooperate with faculty to cover topics students will
address in the first year Evaluate information literacy
Spring Reinforce skills from Fall Evaluate retention Evaluate searching abilities
Instructions In the assignment below you'll be searching
for consumer, scholarly, and drug information. You may find the resources listed in the class notes from last fall and/or the Finding Drug Information online module (see buttons in the sidebar) helpful.
Only need to compete one topic in a one week period
See “gold standard” answer after the question has been submitted
Topics in Spring AssignmentOTC cold sore creams, like Abreva,
compared with Zovirax (prescription)Cone snail venom for pain reliefEnzyteHerbal treatment for depression Influenza vaccine
Questions Consumer health information Scholarly information Drug information Each asks for
What tools used What search terms used URL or citation for “Best” item What makes the best better than others Provide information requested
Hypothesis If not guided to use specific tools, most
students will use Google as at least one resource.
Most Used Tools
0
102030405060708090100
Consumer Scholarly Drug
Efacts
Lexi
Micromed
NMCD
PubMed
Med+
Other
Student Quotes - Google I went to Google and found www.clinicaltrials.gov
… The search was done as a Google search. After
sifting through the propaganda, I was able to get to a warning letter issued to Berkeley by the FDA on their website.
Google, seemed to search a larger database First in Google, I found herbals that had a claim of
aphrodisiac properties. Then at Natural Medicines Comprehensive Database, I typed in the herbal(s)
Student Quotes –Google www.google.com, since this is what the
general public would probably use I found this information on Google because
the search yielded no results in PubMed, eFacts and Comparisons, Lexicomp, Micromedex, or the Natural Medicines Database. Other databases may not have this drug because it is under scrutiny and is a non prescription drug.
Student Quotes Lots of sites on the web are trying to sell the
products so the information is probably bias. I went to PubMed, as we were told last
semester, to research these drugs. We were told this was the best resource for randomized trial information. I found it to be a great source of information. I will definitely use this resource in the future.
Student Quotes – Drug Tools I used the eFacts – Drug Facts and
Comparisons database because I am very familiar with the database. Pharmacy 69L recommends using this reference when researching DIR information.
I used Micromedex for my search because I feel that this database is the most straightforward and the contraindications are clearly outlined
Student Quotes – Drug ToolsLexi-Comp. I used this database
because it will distinguish drug information for peds and adults.
Lexi-Comp, just seems easier to read, better layout.
Lexi-Comp because it is a reliable source for general drug information
Findings Resources were used appropriately
Google was not over used! Good understanding or numerous CHI sources
Adept at trial and error Willing to look in multiple resources
Filtering skills were good Quality over immediacy
Evaluative skills were good Able to articulate why one source was better than
another
If Everyone Uses Google… It has become another information
resourceRelate Google to traditional library
resourcesBuild on Google skills
Searching Filtering Evaluation
References Brower, S. (2004). Millennials in action: A student-
guided effort in curriculum-integration of library skills. Medical Reference Services Quarterly, 23(2), 81-88.
Frand, J. L. (2000). The information-age mindset. Educause Review, 35(5), 14-24.
Jones, S. (2002). The internet goes to college: How students are living in the future with today's technology (Survey Results No. Pew Internet Project Survey). http://search.epnet.com/login.aspx?direct=true&db=eric&an=ED472669: Pew Internet & American Life Project. 5/4/05, from the Web site database.
More References Kelley, K. B., & Orr, G. J. (2003). Trends in
distant student use of electronic resources: A survey. College & Research Libraries, 64(3), 176-191.
Miller, T. (2005). In defense of stupid users. Library Journal, 130(5), 58-58.
Oblinger, D. (2003). Boomers, gen-xers, and millennials: Understanding the "new students." EDUCAUSE Review, 38(4), 36.
One More Reference OCLC. (2002). How academic librarians can
influence students' web-based information choices (White Paper on Information Habits of College Students). http://www2.oclc.org/pclc/pdf/printondemand/infomrationhabits.pdf: OCLC. 5/3/05, from the web site.