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Rocco DeBonisEd O’Donnell
Cynthia Thomes
15th Distance Library Services Conference
April 18, 2012
(Self-) Discovery Service: Helping Students Help
Themselves
Presentation outline
• About UMUC and the UMUC Library
• Background of EDS selection
• Customization of EDS
• Incorporation of EDS into online library instruction sessions
• Best practices for use of EDS
• Effect of EDS (so far)
About UMUC
• Founded 1947• Part of USM system• 100+ online bachelors and masters
programs and certificates• Global student population: 92,000+
Majority online Non-traditional students Military students
About the UMUC Library
• Mission Educate students in use of library/info
resources Partner with Undergrad and Grad Schools Develop and manage online resources
• 120+ databases
About the UMUC Library
• Points of contact: Majority of students online E-mail & chat 24/7 Instant messaging Phone Walk-in
Background of EDS selection
User satisfaction survey comments
A simple search box on the main page, like Google, that would automatically search all databases would prevent switching back and forth from one database to another.
I never learned how to search across all databases for a particular topic.
It seems like you have to choose the database first.
Who cares about the database?
I just want research to be easy like Google…
I'd like to be able to search all of the databases at one time, sort of like with Google?
The search engine through the database should be made easier to use.
I'd much rather prefer to not even access ILS and just use Google or Google Scholar…
MetaLib (aka Research Port)
Research Port limitations
• Simultaneous searching of ~8 databases
• Very basic searches 2 search boxes provided Connectors: AND, OR, WITHOUT
• Advanced search options unavailable Publication date limiter Scholarly/peer-reviewed journal limiter
• Longer processing time
Pre-EDS UMUC Library home page
Current UMUC Library home page
Customization
EDS @ UMUC: Our students
UMUC students are largely adult learners with
day jobs,
military duties,
and families.
What do our students want/need?
• Full-text resources:Full-text articleseBooks
• Easy, direct access by the student without help from the librarian
The library’s main portal
Comprehensive
• 46 databases searched directly• 41 databases federated as
additional resources• 36 databases cannot be included
because of contractual or metadata issues
Silos of information and distance education
Northeastern University Library
Illinois State University Library
Mississippi State University
University of North Carolina @ Charlotte
University of North Carolina @ Greensboro
James Madison University
Indiana University Bloomington
Library instruction background
• Classes visited online for library instruction by request of instructor
• Asynchronous• Wide variety of classes visited• Instruction modules include library
exercise
Topic development and background reading
Searching tips and techniques
Required exercise
• Help students think critically about their research topic
• Create strong research question • Create effective search statement
for use in databases • Find relevant resources
Original exercise
Analysis of exercises
Reason for choosing resource• Familiarity• “Easy to use”
After implementing OneSearch
• Searching multiple databases superior
• More results = more choice• Misinterpreted UMUC OneSearch
Does NOT search all databases• Perceived ease of use
EDCP 100
• Teaches undergrads basic academic skills
• Students must analyze only one article
• Yet students still gravitate to OneSearch
Revised exercise
Down the path of self-discovery
Students start to understand research process
Pros and cons of OneSearch Pros and cons of subject-specific
databases Less is sometimes more
Student reflection
“The results that I got from my first search [OneSearch] yielded more results but my second search provided me with articles that were more appropriate and pertinent to my topic.”
“The results from the second search [in a single, subject-specific database] were much more relevant to my search statement and subject matter. I also received fewer results which made it easier to choose an article.”
Show… don’t tell
• Revised exercise demonstrates search effectiveness
• Shows importance of using appropriate resources
What we learned along the way…
• Patron research level• Scope of assignment/research• Subject matter
Exhaustive literature search
Graduate students in the Education and Technology Program had to perform an exhaustive literature search regarding technology used in the classroom.
Exhaustive literature search
With OneSearch these students were able to cross-search ~90 databases across dozens of disciplines using one search engine.
Exhaustive literature search
Exhaustive literature search
Exhaustive literature search
Exhaustive literature search
Exhaustive literature search
Subject area
Subject area
Reference interview template
• Patron research level• Scope of assignment/research• Subject matter
Reference interviews versus instruction visits
Fielding questions via phone, chat, e-mail, and IM is time-sensitive.
Lessons learned from instructional visits…
have informed our approach to reference interviews.• Anticipating students’ needs in order to
design instruction materials and exercise.• Review students’ responses to inform the
following: Future instruction Future innovations Reference interviews
Reference interview template
The following guidelines are meant to serve as a general reference interview template:
Determine the student’s general research topic.
Reference interview template
Determine the scope of their inquiry into the topic, their level of scholarship (e.g., undergraduate or graduate student), and the general subject area(s) relevant to their topic.
Reference interview template
Find where they have searched so far and the nature of their results. Determine whether they need to be
redirected away from/toward UMUC OneSearch for a narrower/broader search.
Determine whether they need to be redirected away from/toward a subject guide and subject-specific database(s) for a broader/narrower search.
Determine whether they are using an appropriate resource and simply need further help narrowing/broadening search results with that resource.
Effects of EDS (so far)
Post-OneSearch implementation
Aug 2
011
Oct
201
1
Dec 2
011
Feb 2
012
0
20,000
40,000
60,000
80,000
100,000
120,000Sessions
Au
g 2
01
1
Se
pt 2
01
1
Oct
20
11
No
v 2
01
1
De
c 2
01
1
Jan
20
12
Fe
b 2
01
2
Ma
r 2
01
2
0
5,000,000
10,000,000
15,000,000
20,000,000
25,000,000
30,000,000
35,000,000
40,000,000
Searches
Pre- and post-OneSearch implementation
EZProxy logins0
200000
400000
600000
800000
1000000
1200000
1400000
pre-OneSearch (Aug 2010 - Mar 2011)
post-OneSearch (Aug 2011 - Mar 2012)
Pre- and post-OneSearch implementation
Jan
Mar
May Ju
lySep
tNov
0
100
200
300
400
500
600
700
800
900
1000
2010 pre-OneSearch2011 pre-OneSearch2011 post-OneSearch
Reference questions
Areas for further research
• Effect of OneSearch on numbers and types of reference questions received
• Effect of OneSearch on database use databases searched directly vs.
available as “additional resources” vs. not included in OneSearch
Concluding thoughts
Lessons learned so far
• OneSearch heavily used since its implementation prominent placement on library home
page
authentication not required before entering terms on basic search page
increased likelihood of retrieving results
Lessons learned so far
• Librarians still needed to assist with research
refine search statements
correct mistaken beliefs about OneSearcho OneSearch searches all databaseso searching more databases is always bettero getting large numbers of search results is
always better
provide guidance about when to use OneSearch and when to use individual subject-specific databases
Thank you for attending!
Contact information
Rocco DeBonis: [email protected]
Ed O’Donnell: edward.o’[email protected]
Cynthia Thomes: [email protected]
www.UMUC.edu/library
