As a librarian I belong to the American Library Association (ALA). The organization makes it easier to connect with other individuals in the profession. While many think of librarians in the generic sense, each librarian fills a different role within the library. For example, the Eli M. Oboler Library has only one electronic resources librarian, though she also has reference, instruction, and collection development duties. (Yes, variety remains one of the positive aspects of librarianship.)
So what do you do if you have a question or problem that none of your immediate colleagues can answer? Well, that's part of the beauty of ALA. Many others in similar positions around the country (even the world) willingly share their expertise with fellow, like-minded librarians. Last week I wanted to know how to assess my colleagues and their library instruction, so I sent out an email to other instruction librarians, including many coordinators of instruction.
The Association of College and Research Librarians (ACRL) manages a number of listservs. One of these, the information literacy and instruction listserv (ili-l), devotes itself to instruction and info-lit issues. We talk about teaching in libraries, developing information-literacy skills, and so forth. A fair number of librarians responded to my question about assessing library instruction, so I created a Google Site to summarize their responses.
With so many libraries scattered throughout the country, ALA is huge, and so is ACRL. Library school seems like a good time to consider which nook within the larger library umbrella you wish to make a name for yourself. More and more young librarians seem to be entering the academic libraries as instruction and reference librarians. ACRL's Instruction Section can be quite supportive of instruction librarians, depending on your level of involvement.
If you are searching for academic library reference and instruction job positions the ili-l listserv frequently sends out job postings. To learn how to sign up for the listserv/discussion list, go to this link.
Thursday, May 27, 2010
Monday, May 24, 2010
Using Technology in the Information-Literacy Classroom
Last week I found a link to Adam Bellow's "Library 2.0 Presentation." I discovered many new technology websites and was motivated to explore some that I had only heard about. He shared this presentation in New York in the month of February if I remember correctly.
So many search engines exist out there, and sometimes it can be enlightening for individuals to learn about a few alternatives to the super popular Google. They have evolved and become fancier with visual results, though some of them appear to be more for fun than for searching. Take a look at some of the following:
The following sites are not so much search engines, but Web2.0 sites that invite participation or creativity:
So many search engines exist out there, and sometimes it can be enlightening for individuals to learn about a few alternatives to the super popular Google. They have evolved and become fancier with visual results, though some of them appear to be more for fun than for searching. Take a look at some of the following:
- RedZ: Shows thumbnail images of half a dozen websites, so you can preview the source before you select it.
- Search Cube: Images related to your search appear in a cube.
- DoodleBuzz: Enter search terms, then doodle with your mouse. Results appear along the line you draw for an interesting visual map, though it does not seem to let you click on a title and jump to that website. I suppose that if you can save one of these visual search results it might go well with a report or presentation.
- WolframAlpha: Computational Knowledge Enginge: Of all the new search engines I looked at this one got me the most excited. While it did not have fun pictures culled from Flickr (see Tag Galaxy), it did display one single page (read clean and uncluttered here) with a list of factual information about the item in question. The site includes examples of questions or queries, so it focuses on answering mathematical problems, but it does provide general information also. Examples: how many teaspoons in a cup, distance to the sun, height of Mount Fuji, facts about Pocatello, number of acres in a square mile, December 7, 1941 (tells you day of the week, phase of the moon, day of the year, and more about that specific date), etc.
On their About page they describe their goals: "Wolfram|Alpha's long-term goal is to make all systematic knowledge immediately computable and accessible to everyone. We aim to collect and curate all objective data; implement every known model, method, and algorithm; and make it possible to compute whatever can be computed about anything." - Tag Galaxy: Narrow down image results by clicking on planets. When you want to view results, select the sun/star around which the planets/satellites revolve. These images are pulled from the popular photo sharing site, Flickr.com.
The following sites are not so much search engines, but Web2.0 sites that invite participation or creativity:
- Trailfire: This site allows you to create a pathfinder or a "trail" as they call it to important sites on the web.
- Middlespot.com: It allows you to save sites in a visual manner and create your own online desktop with tabs if you wish.
- Animoto: Create a video with your own images or film clips, then add text and music to spice up the video.
- Flixtime: Lets you create and customize videos from your own photos and videos.
- Glogster: Design, create, and publish your own digital poster.
- Screentoaster: Record a screencast. Share and stream videos. Record what you are doing on the internet.
Thursday, May 13, 2010
More screencasting software available
Patrick Griffis wrote an article that highlights a few free screencasting software that would be helpful for librarians who create quick tutorials. First he talks about Jing, which I have discussed in a previous post. Then he introduces Trailfire, Wink, and Slideshare. These all offer ways of sharing screenshots or presentations, and possibly even adding audio at the same time.
Take a look at them, and let me know what you think of them.
Graffis, Patrick. "Building Pathfinders with Free Screen Capture Tools." Information Technology and Libraries 28.4 (December 2009): 189-90.
Take a look at them, and let me know what you think of them.
Graffis, Patrick. "Building Pathfinders with Free Screen Capture Tools." Information Technology and Libraries 28.4 (December 2009): 189-90.
Tuesday, May 11, 2010
Retaining the Learning
Do you ever worry that students do not remember the things they learned or should have learned in the library instruction classroom? Students tend to forget the instruction, especially if they do not apply it immediately and/or a few times on their own shortly afterward. Eric Frierson, from the University of Texas at Arlington, address this issue in an article titled: "Unforgettable Instruction: Designing Learning Experiences that Stick."
He argues this for learning to stay with the student, there need to be connections of the content to their own daily lives. "Our ability to recall is directly linked to how well that concept is connected with other concepts in our minds" (8). This makes a lot of sense. It reminds of an analogy or comparison another librarian at Utah Valley University uses. He compares database searching to fishing. Sometimes you have to try different baits to get the fish you want. Likewise, in doing research, we need to try different things and be patient. We may not find exactly what we want on our first cast.
In his article, Frierson suggests that librarians try using the ESP Game. At the beginning of a library instruction session, this might be particularly helpful in getting students to connect their own experience with the library experience. The ESP Game uploads a digital photograph (perhaps from Flickr) and asks that you enter words that describe that photo. Another person on the internet looks at the photo simultaneously and enters descriptors as well. When each of you enter the same word, you get points, and you move on to the next photo.
Designers of the game have thrown in a few wrinkles to make the game more challenging. Occasionally, the photo appears with a few taboo words that you may not enter, so you have to guess what your partner is thinking besides some of the most obvious words, which are prohibited. Frierson asks students to "shout out words for me to type. Inevitably, we'll get stuck on a picture--they'll be calling out word after word, but we'll be unable to move forward because we can't figure out what our partner is typing and match his description before he indicates he wants to 'pass' on the picture. This is a frustrating experience for students!" (9).
From this point, Frierson asks the question: "Why weren't we able to move forward?" An interesting discussion ensues, but Frierson asserts that students "answer in a variety of ways, tapping into their prior knowledge" (9). If someone lives in a different country, perhaps they use different words (truck vs. lorry or apartment vs. flat). Similarly, English speakers in other countries spell words differently. It could be as simple as understanding the idea that the other person concentrated on different things in the image (9). They could be thinking more abstractly, and we could be thinking more concretely.
After such a discussion, Frierson urges librarians to tie this exercise into the search process. He even asks the students how they would have done if they had only entered a single word for each image. They get the point that they would not have succeeded very well. Students can begin considering how authors think of a given topic. Which words would a specialist use when describing a disease? Frierson writes: "As they activate this prior knowledge you can then introduce new ideas to connect to it: the search mechanisms of databases" (9).
Frierson concedes that this activity may take as long as ten minutes, but it may create more mental connections for the students, thereby increasing the probability that they may remember the search tips you want them to learn.
Frierson, Eric. "Unforgettable Instruction: Designing Learning Experiences that Stick." LOEX QUARTERLY 36.3 (Fall 2009): 8-10.
He argues this for learning to stay with the student, there need to be connections of the content to their own daily lives. "Our ability to recall is directly linked to how well that concept is connected with other concepts in our minds" (8). This makes a lot of sense. It reminds of an analogy or comparison another librarian at Utah Valley University uses. He compares database searching to fishing. Sometimes you have to try different baits to get the fish you want. Likewise, in doing research, we need to try different things and be patient. We may not find exactly what we want on our first cast.
In his article, Frierson suggests that librarians try using the ESP Game. At the beginning of a library instruction session, this might be particularly helpful in getting students to connect their own experience with the library experience. The ESP Game uploads a digital photograph (perhaps from Flickr) and asks that you enter words that describe that photo. Another person on the internet looks at the photo simultaneously and enters descriptors as well. When each of you enter the same word, you get points, and you move on to the next photo.
Designers of the game have thrown in a few wrinkles to make the game more challenging. Occasionally, the photo appears with a few taboo words that you may not enter, so you have to guess what your partner is thinking besides some of the most obvious words, which are prohibited. Frierson asks students to "shout out words for me to type. Inevitably, we'll get stuck on a picture--they'll be calling out word after word, but we'll be unable to move forward because we can't figure out what our partner is typing and match his description before he indicates he wants to 'pass' on the picture. This is a frustrating experience for students!" (9).
From this point, Frierson asks the question: "Why weren't we able to move forward?" An interesting discussion ensues, but Frierson asserts that students "answer in a variety of ways, tapping into their prior knowledge" (9). If someone lives in a different country, perhaps they use different words (truck vs. lorry or apartment vs. flat). Similarly, English speakers in other countries spell words differently. It could be as simple as understanding the idea that the other person concentrated on different things in the image (9). They could be thinking more abstractly, and we could be thinking more concretely.
After such a discussion, Frierson urges librarians to tie this exercise into the search process. He even asks the students how they would have done if they had only entered a single word for each image. They get the point that they would not have succeeded very well. Students can begin considering how authors think of a given topic. Which words would a specialist use when describing a disease? Frierson writes: "As they activate this prior knowledge you can then introduce new ideas to connect to it: the search mechanisms of databases" (9).
Frierson concedes that this activity may take as long as ten minutes, but it may create more mental connections for the students, thereby increasing the probability that they may remember the search tips you want them to learn.
Frierson, Eric. "Unforgettable Instruction: Designing Learning Experiences that Stick." LOEX QUARTERLY 36.3 (Fall 2009): 8-10.
Thursday, May 6, 2010
Active-Learning Presentation
Tomorrow I will be giving an active-learning presentation to librarians at Utah Valley University in Orem, UT. I have been updating and revising previous presentations along these lines. On my Google Sites page you can find some of these materials.
I anticipate that there will be lots of discussion. Librarians like to talk it seems. If you look at or want to use my presentations, please let me know and attribute me accordingly.
I anticipate that there will be lots of discussion. Librarians like to talk it seems. If you look at or want to use my presentations, please let me know and attribute me accordingly.
Wednesday, May 5, 2010
Favorite Teacher
Anyone who teaches for any length of time will certainly have there ups and downs along the way. How do you remain positive in the face of real challenges? Librarians, for better or worse, do not get to see students every day, so they do not get to see the progress or lack thereof of the students in the learning process. This may be changing as more librarians are becoming embedded in classes and help to grade research-related assignments. This models appears to have great potential for increasing students' information-literacy competencies.
To get excited about teaching, it may help to attend a teaching and learning workshop. Additionally, teachers may benefit from thinking about their favorite teacher. Why did they like that particular teacher? Which attributes did they exhibit?
Today I practiced a presentation and asked two groups of participants to describe their favorite teachers. Here are some of their responses:
What kind of teachers do we want to be? Are we embodying the teaching qualities that we admire in others? What can we do as librarians to help students become information literate?
To get excited about teaching, it may help to attend a teaching and learning workshop. Additionally, teachers may benefit from thinking about their favorite teacher. Why did they like that particular teacher? Which attributes did they exhibit?
Today I practiced a presentation and asked two groups of participants to describe their favorite teachers. Here are some of their responses:
- Cute
- Variety: in teaching methods
- Surprising
- Demanding high standards
- Meaningful, relevant assignments
- Funny or has a sense of humor = noted by both groups
- Knowledgeable = noted by both groups
- Interesting or off beat = noted by both groups
- Intelligent or smart = noted by both groups
- Interactive
- Passionate and/or enthusiastic
- Manages time effectively
- Organized = well prepared
- Caring
- Encouraging
What kind of teachers do we want to be? Are we embodying the teaching qualities that we admire in others? What can we do as librarians to help students become information literate?
Tuesday, May 4, 2010
Oboler Library Room 212
We have two instruction rooms in our Library. One has 26 computer workstations that allow for hands-on practice and live demonstration (we have Vision software that allows us to broadcast what we are doing at the instructor's station to all the other stations). It has a projector, screen, whiteboard, moveable blackboard, bulletin boards, handout cupboard, and ELMO. These have all been useful for instruction. This room (#212) gets used the most for instruction, because librarians like to let students practice and develop their searching and accessing skills.
Take a look in Flickr to see the photostream with more photos of our instruction rooms.
Take a look in Flickr to see the photostream with more photos of our instruction rooms.
Oboler Library Room 266
This instruction room (#266) has an instructor station, projector, screen, whiteboard, a big-screen TV, tables, and chairs that seat a little over 30 individuals. It's more of a lecture room, but we have also used it for teleconferences (College of DuPage). We do have a piece of art work or two in each classroom as well.
We like having two instruction rooms; it allows for more flexibility as far as library instruction and scheduling goes. It also doubles as a meeting room for librarians and for a presentation room when vendors come and want to show us their products.
We like having two instruction rooms; it allows for more flexibility as far as library instruction and scheduling goes. It also doubles as a meeting room for librarians and for a presentation room when vendors come and want to show us their products.
Friday, April 23, 2010
ACRL Information-Literacy Competency Standards
Academic librarians love to talk about instruction and reference. We like talking about students as well. Today we had ten librarians attend our monthly instruction meeting, which is about two-thirds of the total number of librarians who give instruction in our library. For the bulk of the meeting we talked about information-literacy skills. After a quick review of the information-literacy competencies, we ranked them, giving a rank of one (1) to the competency we felt students have mastered best and a seven (7) to the one for which they may have the least ability. Granted, this was just a survey on the perceptions of our librarians, but it sure generated some good discussion.
ACRL’s Information Literacy Standards
We had junior and senior undergraduates in mind for this survey. The rankings seemed to be all over the place without too much consensus. The only two standards that a majority seemed to agree upon were the last two. Eight of the nine ranked Standard #6 a six (6) or a seven (7). We tallied the rankings, so the rank each received added up for points toward that standard. Like golf, the lowest point total wins as the standard our librarians considered that students had mastered the best. Here are some of the results:
Of course, at least one librarian filled the "maverick" or "outlier" role by ranking Standard 6 number one (1). This same librarian may have been the one who ranked Standard 7 dead last with a seven (7). This "maverick" librarian may have been the one who was grading student papers last night, or perhaps she was grading bibliographies, which certainly indicates that librarians' perceptions may certainly differ from instructors' perceptions, who assess student work and work with students through the whole process.
Following this ranking exercise, the handout asked us to identify which standard or competency that students believe they have mastered more than the others. A unanimous vote for Standard number two (2). Librarians perceive that students think they are excellent searchers. A Google mindset means that they think they can find anything and everything when provided a search box or a browser at least.
When asked which standard we as librarians feel we address the best in our instruction sessions, we responded with Standard 2. We mainly focus on accessing the information, including demonstrating the mechanics of our catalog and databases. With only 50 minutes we must show them where to go in order to find the articles or books for their research project.
Idaho State University librarians (at least the two-thirds in attendance today), maintained that focusing on accessing information efficiently and effectively, as well as evaluating information and its sources critically (Standards 2 & 3), should continue to be emphasized during library instruction sessions.
View the PowerPoint presentation (ACRL Info Lit Standards) from the instruction meeting, which includes the results of the voting. My Slideshare account provides access to other presentations as well.
ACRL’s Information Literacy Standards
- Determine the extent of information needed
- Access the needed information effectively and efficiently
- Evaluate information & its sources critically
- Incorporate selected information into one’s own knowledge base
- Use information effectively to accomplish a specific purpose
- Understand the economic, social, & legal issues surrounding the use of information
- Access and use information ethically & legally
We had junior and senior undergraduates in mind for this survey. The rankings seemed to be all over the place without too much consensus. The only two standards that a majority seemed to agree upon were the last two. Eight of the nine ranked Standard #6 a six (6) or a seven (7). We tallied the rankings, so the rank each received added up for points toward that standard. Like golf, the lowest point total wins as the standard our librarians considered that students had mastered the best. Here are some of the results:
- Use information effectively to accomplish a specific purpose = 24 points (ACRL Standard 5)
- Determine the extent of information needed = 26 points (ACRL Standard 1)
- Access the needed information effectively and efficiently = 27 points (ACRL Standard 2)
- Incorporate selected information into one’s own knowledge base = 31 points (ACRL Standard 4)
- Evaluate information & its sources critically = 39 points (ACRL Standard 3)
- Access and use information ethically & legally = 47 points (ACRL Standard 7)
- Understand the economic, social, & legal issues surrounding the use of information = 52 (ACRL Standard 6)
Of course, at least one librarian filled the "maverick" or "outlier" role by ranking Standard 6 number one (1). This same librarian may have been the one who ranked Standard 7 dead last with a seven (7). This "maverick" librarian may have been the one who was grading student papers last night, or perhaps she was grading bibliographies, which certainly indicates that librarians' perceptions may certainly differ from instructors' perceptions, who assess student work and work with students through the whole process.
Following this ranking exercise, the handout asked us to identify which standard or competency that students believe they have mastered more than the others. A unanimous vote for Standard number two (2). Librarians perceive that students think they are excellent searchers. A Google mindset means that they think they can find anything and everything when provided a search box or a browser at least.
When asked which standard we as librarians feel we address the best in our instruction sessions, we responded with Standard 2. We mainly focus on accessing the information, including demonstrating the mechanics of our catalog and databases. With only 50 minutes we must show them where to go in order to find the articles or books for their research project.
Idaho State University librarians (at least the two-thirds in attendance today), maintained that focusing on accessing information efficiently and effectively, as well as evaluating information and its sources critically (Standards 2 & 3), should continue to be emphasized during library instruction sessions.
View the PowerPoint presentation (ACRL Info Lit Standards) from the instruction meeting, which includes the results of the voting. My Slideshare account provides access to other presentations as well.
Wednesday, April 21, 2010
Facilities as Recruiting Points
A week or two ago I learned about a study that discovered the importance of facilities in recruiting prospective college students to campus. I needed that information again today, so I thought I'd share it with other in case they had not heard about it already:
The Impact of Facilities on Recruitment and Retention of Students
by David Cain, Ph.D. & Gary L. Reynolds, P.E.
Yesterday I attended a workshop on creating an emergency survival kit for the workplace, and the presenter happened to be one of our campus recruiters for the College of Technology. In fact one of his other recruiting colleagues also attended. As the Coordinator of Instruction I am also involved with outreach and coordinate tours and instruction for students in local high schools. Anyway, I thought to share one of our promotional brochures on the Library with him and all the other campus recruiters, reminding them not to forget about the Library in their conversations with prospective college students. Additionally, I invited them to work with me to schedule tours of the Library. Student opinions of the Library can influence their enrollment decisions as suggested in the above-mentioned article.
It interests me that attending a workshop introduced me to new people who gave me some new information and ideas on how I can help recruit college students, plus some tips on emergency kit items.
The Impact of Facilities on Recruitment and Retention of Students
by David Cain, Ph.D. & Gary L. Reynolds, P.E.
Yesterday I attended a workshop on creating an emergency survival kit for the workplace, and the presenter happened to be one of our campus recruiters for the College of Technology. In fact one of his other recruiting colleagues also attended. As the Coordinator of Instruction I am also involved with outreach and coordinate tours and instruction for students in local high schools. Anyway, I thought to share one of our promotional brochures on the Library with him and all the other campus recruiters, reminding them not to forget about the Library in their conversations with prospective college students. Additionally, I invited them to work with me to schedule tours of the Library. Student opinions of the Library can influence their enrollment decisions as suggested in the above-mentioned article.
It interests me that attending a workshop introduced me to new people who gave me some new information and ideas on how I can help recruit college students, plus some tips on emergency kit items.
Thursday, April 8, 2010
English 101 Class
So I have been teaching students in the library one-shot sessions for close to three years now, but I still get nervous. Preparation for this class began two or three weeks ago, but I still felt like I was scrambling to get ready. Last week I sent a tentative outline with some tentative worksheets to the instructor. He asked if this would include/allow for a "quick tour." Then I looked at his request a bit more closely and saw that he did ask for an introduction to the Library's resources, so a tour made sense, though I wonder if librarians know how to give a "quick tour." We love libraries, so where do we stop?
As with other classes, I asked for a list of student topics. Instead, the instructor gave me access to his Moodle course, which allowed me to go see students' posts within a class forum. This proved to be very useful. With the topics I chose one that allowed me to find a resource on three of our four floors (apparently there are not many books on human genetic engineering in our Special Collection = basement). With call numbers in hand, we went straight to the spot on the shelves where the resources could be found. This emphasized that items with call numbers can be found on all floors of the Library, so researchers to pay attention to the "Library Location" within the catalog.
Once we found and discussed the book a bit, I had students read previously printed questions, which just happened to be color coded. Students with a blue question read it aloud on the 3rd floor before I answered it. It did tax my memory to remember which floor went with which color; perhaps I should have written it out on my outline, which I did take with me. This livened up the tour a bit, and it even solicited a few extemporaneous questions. Many refer to this as the Cephalonian Method.
Admittedly, the tour was not so quick as I wished it would have been, but the instructor commented that he had never had one of classes take a tour, but he was glad we did it today. He thought that the questions would be used after my spiel, sort of as a review exercise, but he said that this actually worked better having students ask questions. It seems that students become owners of their questions, they get to hear someone else's voice, and they tend to pay a bit more attention.
Ideally, it works even better if you can insert a couple humorous questions, anecdotes, or bits of information on the tour. If you have any examples, please share. My tour spiel could use some improvement. I did not tell them everything I know about the Library, which is always tempting, but students do not remember it all anyway. It's good to emphasize to them to come ask us for help in case they do forget stuff.
During the class we also talked about the research process and looked up materials in our Library catalog, so this seemed to be a good course to follow for an English 101 class. The active-learning, Cephalonian exercise contributed to make the class a bit better.
As with other classes, I asked for a list of student topics. Instead, the instructor gave me access to his Moodle course, which allowed me to go see students' posts within a class forum. This proved to be very useful. With the topics I chose one that allowed me to find a resource on three of our four floors (apparently there are not many books on human genetic engineering in our Special Collection = basement). With call numbers in hand, we went straight to the spot on the shelves where the resources could be found. This emphasized that items with call numbers can be found on all floors of the Library, so researchers to pay attention to the "Library Location" within the catalog.
Once we found and discussed the book a bit, I had students read previously printed questions, which just happened to be color coded. Students with a blue question read it aloud on the 3rd floor before I answered it. It did tax my memory to remember which floor went with which color; perhaps I should have written it out on my outline, which I did take with me. This livened up the tour a bit, and it even solicited a few extemporaneous questions. Many refer to this as the Cephalonian Method.
Admittedly, the tour was not so quick as I wished it would have been, but the instructor commented that he had never had one of classes take a tour, but he was glad we did it today. He thought that the questions would be used after my spiel, sort of as a review exercise, but he said that this actually worked better having students ask questions. It seems that students become owners of their questions, they get to hear someone else's voice, and they tend to pay a bit more attention.
Ideally, it works even better if you can insert a couple humorous questions, anecdotes, or bits of information on the tour. If you have any examples, please share. My tour spiel could use some improvement. I did not tell them everything I know about the Library, which is always tempting, but students do not remember it all anyway. It's good to emphasize to them to come ask us for help in case they do forget stuff.
During the class we also talked about the research process and looked up materials in our Library catalog, so this seemed to be a good course to follow for an English 101 class. The active-learning, Cephalonian exercise contributed to make the class a bit better.
Tuesday, March 30, 2010
Need a DOI?
No, this is not a post on driving over the influence, nor under it, either. Rather, this is about finding a digital object identifier (DOI). The International DOI Foundation gives the following definition: "A DOI® (Digital Object Identifier) is a name (not a location) for an entity on digital networks. It provides a system for persistent and actionable identification and interoperable exchange of managed information on digital networks."
Some associations, such as APA and AMA, have begun to ask for DOIs in their bibliographic references and include instructions within their published citation style manuals.
What happens if you cannot find the DOI? Fortunately, many databases provide the DOI as part of the full citation of the articles they index. Nevertheless, there may be times when the DOI cannot be located. Crossref.org has created a query page that allows individuals to input elements of their citation into blank fields before clicking the search button to find the answer. Actually, they provide three different search options:
Some associations, such as APA and AMA, have begun to ask for DOIs in their bibliographic references and include instructions within their published citation style manuals.
What happens if you cannot find the DOI? Fortunately, many databases provide the DOI as part of the full citation of the articles they index. Nevertheless, there may be times when the DOI cannot be located. Crossref.org has created a query page that allows individuals to input elements of their citation into blank fields before clicking the search button to find the answer. Actually, they provide three different search options:
- Bibliographic Metadata Search: enter as many individual elements of an article, book, or conference proceeding citation. Note: select the radio button next to Book/Conference proceeding if that is what you seek.
- Search an Article Title: use this one if all you have is the article title. Knowing the author's name may reduce results.
- Automatic Parsing of a Normal Reference: enter the text for a bibliographic record. It lets you search for multiple DOIs if you enter multiple bibliographic references.
Thursday, March 18, 2010
Using Google Sites as Library Guides
Idaho State University stopped using a webmail service back in October 2009 and switched to Google Apps. I have migrated completely from the Microsoft Outlook to exclusive usage of the Google Apps. It has many advantages, though many of my colleagues may argue otherwise. They have stayed with Microsoft Outlook, preferring its system of folders, which is an advantage in many instances. Today's news says that 25 million people use Google Apps.
I like the greater capacity to collaborate with the Google Apps. It seems to be easier to share calendars, share documents, collaborate on websites, etc. Google Sites in particular makes it easy to create webpages. True, they may not function as well as LibGuide's product; however, the price tag, or lack thereof, really makes Google Sites more of a realistic option in today's down economy.
As part of my duties, I teach lots of different classes and have created handouts for many of them. Unfortunately, some students will discard them immediately after the class, so rather than print handouts that may get wasted it may make a bit more sense to create websites and include digital copies of the handouts and worksheets that they can print or use digitally themselves.
Here are some of the Google Sites I have created thus far:
Let me know what you think of them and please share any suggestions for improving them.
I like the greater capacity to collaborate with the Google Apps. It seems to be easier to share calendars, share documents, collaborate on websites, etc. Google Sites in particular makes it easy to create webpages. True, they may not function as well as LibGuide's product; however, the price tag, or lack thereof, really makes Google Sites more of a realistic option in today's down economy.
As part of my duties, I teach lots of different classes and have created handouts for many of them. Unfortunately, some students will discard them immediately after the class, so rather than print handouts that may get wasted it may make a bit more sense to create websites and include digital copies of the handouts and worksheets that they can print or use digitally themselves.
Here are some of the Google Sites I have created thus far:
- Comm.101
- Eli M. Oboler Library Tutorials
- English 102
- Grad Students
- PE 473/573
- PE for Grad Students
- Spencer Jardine's ISU Work Site
- Theatre Resources
Let me know what you think of them and please share any suggestions for improving them.
Saturday, March 13, 2010
Information Literacy: A Practical, Everday Skill
About a month ago, a friend of mine invited me to join him in a triathlon. That sounded like a good idea, so the next morning I got up early and went to the gym to swim. Of course, I was pathetic, which did not surprise me. My swimming skill at the time was more on the level of a beginner than an intermediate. Another friend saw me swimming and invited me to train with him for this triathlon, which I gratefully accepted.
From the beginning he talked about how difficult swimming had been when he had first started a year earlier. He also mentioned that he had gone onto YouTube to learn more about swimming techniques, how useful that had really been, and even supplying some basic keywords for the search.
Now I had heard that YouTube had become more of a reference resource, but I just have not used it much for anything more than entertainment or library-related videos. Like many online search engines, when I began typing in "swimming technique" it supplied with numerous other search options, such "swimming technique freestyle," "swimming technique butterfly," "swimming technique for beginners," "swimming technique breathing," etc.
One thing I really like about these videos is that they automatically include captions, which is really nice for catching all that the "instructor" says. The audio is not always the best, considering that many of the YouTube videos are created by amateur cinematographers.
Like other social networking sites, you may add your own comments to critique or praise the video. As a beginner, I have enjoyed some of the following videos on the subject of swimming technique as found in my Delicious account under the tag "swimming."
By the way, several people think I'm crazy for wanting to compete in a triathlon; they believe I need to start practice the word "No." We have even had some mini-workshops on this skill in our core reference meetings. : )
From the beginning he talked about how difficult swimming had been when he had first started a year earlier. He also mentioned that he had gone onto YouTube to learn more about swimming techniques, how useful that had really been, and even supplying some basic keywords for the search.
Now I had heard that YouTube had become more of a reference resource, but I just have not used it much for anything more than entertainment or library-related videos. Like many online search engines, when I began typing in "swimming technique" it supplied with numerous other search options, such "swimming technique freestyle," "swimming technique butterfly," "swimming technique for beginners," "swimming technique breathing," etc.
One thing I really like about these videos is that they automatically include captions, which is really nice for catching all that the "instructor" says. The audio is not always the best, considering that many of the YouTube videos are created by amateur cinematographers.
Like other social networking sites, you may add your own comments to critique or praise the video. As a beginner, I have enjoyed some of the following videos on the subject of swimming technique as found in my Delicious account under the tag "swimming."
By the way, several people think I'm crazy for wanting to compete in a triathlon; they believe I need to start practice the word "No." We have even had some mini-workshops on this skill in our core reference meetings. : )
Monday, March 1, 2010
Finding Full-text Theses & Dissertations
A week or two ago one of my colleagues made me aware of a site that can help you find the full text to a thesis or dissertation. If she is helping someone at the reference desk who needs a thesis, she will look here before advising them to request a copy via our Interlibrary Loan department.
Networked Digital Library of Theses and Dissertations's website states: "The Networked Digital Library of Theses and Dissertations (NDLTD) is an international organization dedicated to promoting the adoption, creation, use, dissemination and preservation of electronic analogues to the traditional paper-based theses and dissertations."
Once you get there, select the following words in the box: "for Researchers: Find ETDs." Presumably, ETD stands for "electronic theses and dissertations." On the Find ETDs page you will see options for searching, browsing, and contributing to the archive as well as various possibilities for interfaces. The VTLS Visualizer hyperlink will take you to a search interface where you can plug your search terms in the box and do some hunting.
If this tool is not sufficient, you might look for the Dissertations & Theses A&I database. Most academic institutions purchase access to this database, since it can be immensely useful for graduate and faculty research. It's great for searching; however, it just provides abstracts, 24-page previews, and the option to purchase a copy in various formats..
Now I have one more thing to show graduate students in future workshops--as if I did not have enough already!
Networked Digital Library of Theses and Dissertations's website states: "The Networked Digital Library of Theses and Dissertations (NDLTD) is an international organization dedicated to promoting the adoption, creation, use, dissemination and preservation of electronic analogues to the traditional paper-based theses and dissertations."
Once you get there, select the following words in the box: "for Researchers: Find ETDs." Presumably, ETD stands for "electronic theses and dissertations." On the Find ETDs page you will see options for searching, browsing, and contributing to the archive as well as various possibilities for interfaces. The VTLS Visualizer hyperlink will take you to a search interface where you can plug your search terms in the box and do some hunting.
If this tool is not sufficient, you might look for the Dissertations & Theses A&I database. Most academic institutions purchase access to this database, since it can be immensely useful for graduate and faculty research. It's great for searching; however, it just provides abstracts, 24-page previews, and the option to purchase a copy in various formats..
Now I have one more thing to show graduate students in future workshops--as if I did not have enough already!
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