Article: An assessment of library instruction: its influence on search behaviour of first- and third-year students. Torunn Skofsrud Boger, Hanne Dybvik, Anne-Lise Eng, Else Helene Norheim. 2016, Vol. 10, No. 2, pp. 64-77. http://dx.doi.org/10.11645/10.2.2135
Thank you to Torunn and Hanne for their article and for writing this kick-off post for our discussion.
Torunn Skofsrud Boger, Hanne Dybvik, Anne-Lise Eng, Else Helene Norheim are all academic librarians at the Østfold University College, situated south of Oslo, the capital of Norway. Else has a master’s degree in English language and literature, Hanne has a master’s degree in Educational science, and Anne-Lise has a master’s degree in Pedagogy. Torunn will defend her master thesis in Organization and Leadership in May.
How does this discussion work?
Anyone can join this discussion! Participants aim to read at least some of the article in advance, then come along at 8pm BST and join in the discussion by adding comments to this blog post. You can see how this works by looking at previous discussions (just scroll down the blog for previous posts).
Librarians in academic institutions invest a huge amount of time in providing library instruction, but what is the outcome of the use of these resources? We wanted to find out, and interviewed our own first-year students about this topic in 2011. In 2015 we published the article The impact of library information literacy classes on first year students’ searching behaviour. Torunn Skofsrud Boger, Hanne Dybvik, Anne-Lise Eng, Else Helene Norheim. 2015, Vol. 9, No. 1, pp. 34-46. http://dx.doi.org/10.11645/9.1.1979
We conducted a follow-up study interviewing the same students in 2013, and the results of the follow-up study were published last year. We found that the library instruction given to the first-year students was not as useful and spot-on as we might have thought, and changed our instruction based on the results from the first interviews. The biggest change was to introduce Google as the starting point of our instruction for first year-students.
The follow-up study among the third-year students were slightly more encouraging. This study showed that there are differences between first-year and third-year students as regards search behavior, that there was a decrease in the use of Google as the students’ first choice for searching, and that the students showed more experience in using academic databases in their third year than in their first year.
In addition, the students in the nursing faculty showed greater growth in academic maturity and they had received more library training due to the requirements for their assignments. The growth in academic maturity in the teacher education faculty was slightly smaller, and they received less library training. Accordingly, cooperation with the academic staff is very important for the library in order to make an impact on the development of students’ information literacy.
· How do librarians at different academic institutions develop their library instruction, considering the difference in learning outcome from first-year and third-year students?
· Are the learning outcomes significantly different among students groups, and which strategies are we implementing to meet differing expectations and demands?
· How do we find the best ways of cooperation with the academic staff in order to provide the best library instruction?
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