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Determining the Effectiveness of First-year Library Experiences for Undergraduate Student Success by Comparing Embedded to Non-embedded Information Literacy TechniquesResearch DesignTeam 1: We’re All AdultsDoris Brosz, Mindy Brunkhardt, Cory Johnson, Sandy MooreEmporia State UniversityLI 810 XA: Research in Library Information ScienceJuly 12, 20122. Purpose of ResearchOur purpose of this research is to determine the effectiveness of the first-year library experience for undergraduate student success by comparing embedded to non-embedded information literacy techniques. Additionally, we aspire to understand the variety of ways first-year students are introduced to the academic library and what affect this has on their academic success. These initiatives will give librarians and faculty members an enhanced understanding of what programs are the most beneficial to first-year students. Below are the primary research questions: Do first-year students gain a better grasp on information literary skills through embedded library instruction wrapped into first-year seminar programs, or through one-shot library instruction, also often included with first-year orientation?What tools best measure the effectiveness of student success in embedded and non-embedded information literacy instruction?Do information literacy programs during first year promote library use throughout the students’ academic career?Do first-year information literacy programs have a positive effect on student retention? 3. Research ParadigmOur research on embedded and non-embedded information literacy programs for first-year college students has several epistemological implications. Both the concept of critical realism and constructionism fit nicely into our research. The first of these is the critical realist approach, which aims at recognizing the reality of a thing’s natural order in the social world, and that we are only able to change things that which we fully understand (Bryman, p. 14). Bryman (2008) defines critical realism as “a realist epistemology that asserts that the study of the social world should be concerned with the identification of the structures that generate that world” (p. 692). He continues, stating that critical realism is crucial “because its practitioners aim to identify structures in order to change them, so that inequalities and injustices may be counteracted” (Bryman, 2008, p. 693).This concept fits with our views of information literacy instruction, which students may have received prior to their first year experience in college. By understanding that each student comes from a different background and posses different amounts of information literacy knowledge we will better understand what they have learned in first-year experience courses. Furthermore, this critical realist approach will allow us to examine a student’s deficiencies and proficiencies in information literacy. The critical realist approach allows us to observe the background of the students in a practical and theoretical light.Another philosophical thought would be our constructionist position of social factors that may come into play during first-year seminar courses. Constructionism is an ontological concept that considers social phenomena to be constantly evolving because of social factors (Bryman, 2008). Bryman views constructionism as “an ontological position that asserts that social phenomenon and their meanings are continually being accomplished by social factors. It is antithetical to objectivism and essentialism” (Bryman, 2008, p. 692).This concept will play an enormous role in how student participants respond to our research. Because the research will encompass various schools and information literacy programs, there will be various social factors at play. Students who attend larger institutions may find their first-year experience programs to be crowded with a more lecture-type setting, while students in smaller universities may have a more intimate seminar feel. According to Strauss, social actions are continually in a state of construction and are continually changing (Bryman, 2008). For our research, this means that different schools, teaching methods, and sections will have an enormous impact on a first-year student’s information literacy introduction. Additionally, these programs and its participants are dynamic and will vary from year to year in both instruction and students. In order to overcome these various differences it is important for us to draw from a large enough sample so that accurate information is obtained. Understanding the philosophical conditions surrounding this research will help us keep our research concise and realistic. Both the critical realist and constructionist agendas will better help us to understand the social phenomena involved in the first-year student information literacy instruction.4. Research DesignPopulation and SamplingIn our quest to determine the effectiveness of the first-year library experience for undergraduate student success by comparing embedded to non-embedded information literacy techniques, we will perform our research in conjunction with first-year orientation courses at various sized colleges and universities in the United States. By using various types and sizes of post-secondary educational institutions, we will have a wider population in which to determine if one-shot library instruction or embedded library instruction provides the most knowledgeable first-year students. Listed below, with locations and approximate number of undergraduates, are the private and public post-secondary educational institutions that we will use to perform our munity CollegesGarden City Community College, Garden City, Kansas (2122)College of the Sequoias, Visalia, California (13000)College of Southern Nevada, Las Vegas, Nevada (37758)Small InstitutionsConcordia University, Seward, Nebraska (2196)Albright College, Reading, Pennsylvania (1625)Gallaudet University, Washington, DC (1274)Mid-sized InstitutionsMassachusetts Institute of Technology, Cambridge, Massachusetts (4299)Emporia State University, Emporia, Kansas (4338)Bemidji State University, Bemidji, Minnesota (4463)Large InstitutionsUniversity of Oregon, Eugene, Oregon (19100)Kansas University, Lawrence, Kansas (20330)Troy University, Troy, Alabama (21610)Huge InstitutionsArizona State University, Tempe, Arizona (55552)Ohio State University, Columbus, Ohio (55014)Pennsylvania State University, University Park, Pennsylvania (43998)There were multiple reasons why we selected these institutions. The most important reason these institutions were chosen is that they all have a specific first-year orientation or seminar course that is for credit. The goal of these courses is not necessarily to only teach information literacy; in fact, they are generally just courses that ensure first-year students understand the basics of academic life in college—such as writing papers, communicating with professors, etc.—and sometimes assist students in navigating the social and emotional elements of college and university life. The last similarity between these courses is that they are all taught by the first-year advisor of the students in the course. After the first year is complete, students are encouraged to seek out an advisor in their specific field. The second reason these colleges and universities are used in our research is that these institutions either use an embedded librarian or use one-shot lessons to teach information literacy in their first-year courses. The third reason why we choose these colleges and universities is that they have a web-based learning management system. This will allow the researchers to distribute assessments and materials, as well as gather results from student success.We hope to compare the results of similar assessments from those programs with an embedded librarian to the programs that utilize one-shot instruction. Because there are so many first-year students in these institutions collectively, rather than gather information from every first-year student in each institution about the effectiveness of the library instruction, we will randomly select sections among the classes of first-year seminars offered at each institution. These students will receive the library instruction that is currently incorporated in their course by their professor or professor-librarian team, depending which program the institution uses. These students will receive an alphanumeric code; the letters will designate their institution and the number will identify their individual data. The following is a list of the schools and their letter assignment.CodeInstitutionCodeInstitutionACAlbright CollegeGCCCGarden City Community CollegeASUArizona State UniversityKUKansas UniversityBSUBemidji State UniversityMITMassachusetts Institute of TechnologyCSNCollege of Southern NevadaOSUOhio State UniversityCSCollege of the SequoiasPSUPennsylvania State UniversityCUSConcordia University, SewardTUTroy UniversityESUEmporia State UniversityUOUniversity of OregonGUGallaudet UniversityTo identify students further, we will assign each student a number randomly. The students will not know their number, but the researchers will ensure that students with various numbers are grouped for different parts of the research. These specifically numbered students are our sample of the population. Any data gathered on that student will be identified in the research as simply their institution-individual code. For instance, Mary Shelley at Albright College could be identified as AC9. She would not know her code, but any quantitative or qualitative data gathered would be coded in this form.Because we are attempting to determine the best way to teach information literacy across so many institutions, the amount of data we will gather will be astronomical. Therefore, to practice proper research techniques, we are going to gather only data from five percent of the first-year students at any given institution. Therefore, if Concordia University, Seward (CUS) has 549 first-year students, we would be sampling approximately 27 students; if Arizona State University (ASU) has 13888 first-year students, we would be gathering data on about 694 students. Since each of these universities has a first-year course for their students, we will randomly choose the number of courses that will give us the approximate number of students in our sample. For instance, if CUS has 21 students in each of their first-year seminars, then we would randomly choose at least two sections, providing us with at least, if not more than, the five percent. If ASU has class sizes of 100 students in a seminar course, we would need to choose at least seven sections to meet the requisite five percent.Five percent is not a large number of students compared to the overall number of first-year students in the United States. Since we are analyzing the effects of only two types of information literacy instruction by comparing the results between 15 institutions scattered across the nation, this gives us a broader variety of students from which to evaluate.The following is an example of how we propose to divide further students into manageable-sized groups for our analysis. We will start with random selection. One university has 20 first-year seminar sections of about 21 students each, which is 420 students. To study the five percent, we are only going to need one section of 21 students, which is chosen randomly. In that section, we randomly assign the students a number from one to 21. All students with a number that is a multiple of three (3, 6, 9, 12, 15, 18, and 21) are the students who we use for our quantitative data collection. Of this same group of students (the multiples of 3), we will group students who are also oddly numbered (3, 9, 15, and 21) into a focus group for the qualitative data collection. The remaining students (1, 2, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 16, 17, 18, 19, and 20) are also divided into focus groups (as part of the course), but we do not use their qualitative data. If we have more than one section in a single institution, we will simply use a continuous numbering system for all the students in the study.Research Method IntroductionOf the following research questions, we hope to attain an answer to questions 1 and 2 by using both quantitative and qualitative research methods. We will attempt to answer question 3 through the qualitative portion of our research methods as well as through increased recordkeeping at the library reference desk and gate counts. Question 4 will only be answered through the qualitative portion of our research, though could be supplemented through institutional records.Do first-year students gain a better grasp on information literary skills through embedded library instruction wrapped into first-year seminar programs, or through one-shot library instruction, also often included with first-year orientation?What tools best measure the effectiveness of student success in embedded and non-embedded information literacy instruction?Do information literacy programs during first year promote library use throughout the students’ academic career?Do first-year information literacy programs have a positive effect on student retention?Quantitative Research: Pre- and Post- AssessmentWe plan to utilize the assessment features in Blackboard, which the institutions we have selected already use for their student and faculty in the course of their programs. To determine the most effective method to instruct information literacy, we will use a pre- and post-assessment distributed through Blackboard, but which is also listed in the professor’s course syllabus as requirements. This assessment, found in Appendix A, asks questions with answers that are customized for each institutional library.By using a pre- and post-assessment, that gauges information literacy, we can determine if the subjects of the research have improved their literacy skills over the course of the semester. It tests them before any direct instruction, and then it tests them after either the one-shot instructions or the instructional efforts and support of an embedded librarian. The pre- and post-assessments also provide us with one way to assess the best tool to measure the effectiveness of student success in the two types of information literacy instruction under analysis.Qualitative Research: Focus GroupsIn addition to our quantitative pursuits, we will also conduct focus groups to gain a better understanding of how students feel about their first year experience with higher-level information literary skills. At the end of each information literacy program, instructors will ask students several questions about their feelings toward the course and the literacy instruction. In order to get nonbiased results from our focus group we will simply add this discussion to the end of each course researched. In order to prevent an enormous amount of data collection, researchers will only collect the data from the students in a single group. This group consists of students assigned an odd multiple of three number.The main goal of these focus groups is to develop a more personal understanding of what students acquire in their information literacy programs. Focus groups, by nature, take on a more emotional and individual approach to our more quantitative investigations. The reason for choosing focus groups rather than open-ended questionnaires or one-on-one interviews was the large groups involved in our research. Focus groups will allow us to examine how first-year students feel about their experiences in first-year seminar courses at a more personal level, something tests and citation analyses lack. In order for this aspect of the project to take on a more personal nature, we will not be asking students what they learned or quizzing them on specifics. Rather, we want to know how they feel about the information they received and if they believe it was presented in a useful and comprehensive manner.The following questions will be asked if students are part of a course that uses one-shot information literacy instruction, also found in Appendix B:Do you think you will be able to apply what you learned in this course to your regular classes?Would you have rather had information literacy instruction that was embedded in another class?Do you feel as though you learned enough in this course to use these skills effectively, or would more instruction have been helpful?Do you understand how these skills will fit in with your other classes?We will ask the following questions, also listed in Appendix B, if students are part of a course that utilizes embedded information literacy instruction:Did learning about information literacy in an embedded course help you apply these skills to your course work effectively?Would a class specifically devoted to information literacy better help your understanding of the subject?What was the most useful part of this course?Do you think that more courses should have embedded librarians?How will these skills be useful in your other course work?What main elements will you take from this course?Finally, it is important to note that this portion of the research will be used to help analyze the effectiveness of information literacy programs during the students first year of post-secondary education. Although our primary goal is to develop concise quantitative methods, it is important to understand how students feel about the various kinds of instruction as well as its content. In accordance with our quantitative research, each school’s specific permission requirements will be met.Mixed-Method Research: Citation AnalysisThe second element of our qualitative research, and the final element of our research methods, is that of an analysis of the citations from specific students. The students in question are those same students whose data was gathered from the focus group, that is, the students numbered as an odd multiple of three. At the beginning of the course, all the students will create a list of citations for sources on a topic of choice, either their own or the professor’s. As the course nears completion and the majority of the information instruction is taught, the students will create a second citation list for other sources for a second topic, again either their own or the professor’s. If the professor assigned a topic the first time, he or she will choose the second topic as well; similarly, if the choice is dependent upon the student for the first topic, the second topic must also be decided upon by the student. This will remove any discrepancies between the first and second topic choices for a specific student. These citation lists will be analyzed using the coding scheme in Appendix C.Upon analysis of the citations, researchers will determine the level of improvement over the course of the literacy instruction. This is a mix-method approach because it gathers information prior to and after instruction, and quantifies the qualitative data.5. Ethical ConsiderationsAll researchers need to consider whether the procedures used in a research design meet ethical standards no matter if these procedures involve human subjects or not. However, researchers must adhere to the laws and regulations concerning the protection of human subjects developed by the United States government when involving human subjects. The Office for Human Research Protection in the U.S. Department of Health and Human Services has a website that outlines the regulations researchers must abide by when performing research with human subjects.The points for consideration include participant anonymity and confidentiality, whether participants will incur harm in any way, avoidance of investigators applying deceptive methods, and whether participants gave their informed consent. In addition, research that does not contribute something back to society is not ethical (Bryman, 2008). We examined each of these issues of ethics while preparing the methods of research that we will perform.During our research, the students at various institutions will not sustain any bodily or mental harm, besides the anxiety that any student would experience while taking a routine exam during a class. We will administer a pre-assessment and a post-assessment to determine the change in knowledge concerning information literacy from the beginning of the course to the end of the course; the students should not notice anything out of the ordinary, as these assessments are included in the professor’s syllabus. Evaluating the students’ citation pages from their research papers should also have no impact on their physical or mental health for the same reason mentioned for the exams; this analysis is performed after the students have submitted their assignment to the professor. Nearing the final day of the course, the research will conclude with focus group interviews. The researchers plan to divide the students into smaller groups to perform these focus group interviews. The interviews should not generate harm to the participants besides any apprehension they could have pertaining to questioning. The participants have the choice to remain silent during these interviews if they feel uncomfortable responding. Any comments made during these discussions will remain confidential even from the instructors of the course. Students need not worry that their comments will affect their grade in any way, as simply participating meets this portion of the course requirements.We also avoided the issue of deception in our research since we will not use any covert or deceptive methods. Our participants will receive informed consent forms and a cover letter to explain what our research pertains to and how we plan to collect data (Appendix D and E).The data collected will have all names removed and replaced with participant’s alphanumeric codes to establish anonymity of each participant. This will include transcripts from focus group interviews, exams, and citation pages. When collecting the data and information, researchers will secure it in a locked cabinet within our supervisor’s (Rajesh Singh of ESU) office excluding the names of the participants. The names of the participants and the participant code assigned to them is data that needs preserving until the research is completed so we can confirm that the same number is applied each time for each participant. The securing of this data within a different locked cabinet is important so that no one is able to match the codes on the collected data with the participant names. After completing data collection, the destruction of the code sheets with participant names and codes will occur.The researchers consider this investigation a timely issue that concerns all academic institutions as they prepare students for success within their educational pursuits. The determination of the type of instruction for information literacy that produces the most student success could save money for all educational institutions by eliminating the need for independent experimentation. With this benefit to educational institutions and all of their students, we, the researchers, consider that this investigation is ethically sound and beneficial. To confirm this belief and meet federal regulations we have contacted each establishment to obtain permission to conduct this research. The following is a list of the educational institutions we plan to include in our research and their requirements for gaining permission to conduct research on their campuses. Community CollegesGarden City Community College, Garden City, KansasWe contacted the following person for permission to conduct our research:Brenda Barrett, Director of Institutional ResearchBuilding Student and Community Services CenterGarden City Community College801 Campus DriveGarden City, KS 67846-9974(620) 276-0341Fax: (620) 276-9650brenda.barrett@gcccks.eduCollege of the Sequoias, Visalia, CaliforniaWe contacted the following person for permission to conduct our research:Stan Carrizosa, Superintendent/PresidentCollege of the Sequoias915 Mooney BoulevardVisalia, CA 93277(559) 730-3700College of Southern Nevada, Las Vegas, NevadaWe contacted the following person for permission to conduct our research:John Bearce, Director Institutional ResearchCollege of Southern NevadaSort Code W30E6375 West Charleston BoulevardLas Vegas, NV 89146(702) 651-7454Fax: (702) 651-7398Small InstitutionsConcordia University, Seward, NebraskaWe contacted the following person for permission to conduct our research:Rev. Dr. Brian L. Friedrich, President Concordia UniversityWeller Hall 104800 N. Columbia Ave.Seward, NE 68434(402) 643-7364Fax: (402) 643-7399Brian.Friedrich@cune.eduAlbright College, Reading, PennsylvaniaProcedure to obtain permission to conduct research was the following:We each completed IRB training modules 1 – 4 available on their pleted and submitted their Human Research Review Request FormSubmitted a copy of our cover letter and letter of consent. (Appendixes D & E)E-mailed all required forms and information to the following:brohde@alb.eduBonnie Rohde, IRB ChairB-12 Teel HallAlbright College1621 N. 13th St.Reading, PA 19604(610) 921-6723(610) 921-7883Gallaudet University, Washington, DCWe contacted the following person for permission to conduct our research:Patricia Hulsebosch, Executive DirectorOffice of Institutional ResearchGallaudet UniversityHall Memorial Building, Room S-450800 Florida Ave., NEWashington, DC 20002(202) 448-7036Fax: (202) 448-7146Institutional.research@gallaudet.eduMid-sized InstitutionsMassachusetts Institute of Technology, Cambridge, MassachusettsProcedure to obtain permission to conduct research was the following:Completed training through the CITI program from the University of Miami for handling of human subjects. and submitted Application for Approval to Use Humans as Experimental Subjects Submitted copies of our cover letter and letter of consent (Appendixes D & E)Submitted all required forms to the following:COUHES (Committee on the Use of Humans as Experimental Subjects)Judy Medeiros-Adams77 Massachusetts Ave.Room E25-143BCambridge, MA 02139(617) 253-6787Fax: (617) 253-8420jadams@mit.eduEmporia State University, Emporia, KansasProcedure to obtain permission to conduct research was the following:We took the IRB Training Module and Human Subjects Training Quiz on-line. It is available through the Course Catalog on Blackboard. . We all scored 80% or higher.Submitted Application for Approval to use Human Subjects. Submitted Cover letter and Letter of Consent (Appendixes D & E)Submitted all required material to the following:Review Board for Treatment of Human SubjectsResearch and Grant CenterKathy Ermler, Dean, Graduate School and Distance EducationPlumb Hall 313F, Campus Box 4003Emporia, KS 66801(620) 341-5403Fax: (620) 341-5909kermler@rmporia.eduBemidji State University, Bemidji, MinnesotaProcedure to obtain permission to conduct research was the following:We completed the National Institutes of Health Office of Extramural Research’s Web-based training course “Protecting Human Research Participants and have been certified. This training is available at Submitted HSC Human Research Approval Form and Ethical QuestionnaireObtained Permission from Vice President for Student Development and Enrollment Dr. Mary Ward (Interim) to use students at Bemidji State University in our research.Contacted her at the following: Deputy Hall 3131500 Birchmont Dr. Bemidji, MN 56601-2699(218) 755-2075Fax: (218) 755-3961mward@bemidjistate.edu Submitted a copy of Cover Letter and Letter of Consent (Appendixes D & E)Submitted all required material to the following:School of Graduate Studies1500 Birchmont Dr. NE #27Bemidji, MN 56601-2699grad@bemidjistate.edu(218) 755-2027Toll Free: (888) 386-8464Large InstitutionsUniversity of Oregon, Eugene, OregonProcedure to obtain permission to conduct research was the following:Completed training through the CITI program from the University of Miami for handling of human subjects. the Initial IRB ApplicationSubmitted a copy of Cover Letter and Letter of Consent (Appendixes D & E)Submitted all required material to the following:Research Compliance Services Sheryl Johnson, Associate Director677 East 12th Ave, Suite 5005237 University of OregonEugene, OR 97403ResearchCompliance@uoregon.edu, sherylj@uoregon.edu(541) 346-2510(541) 346-3106Kansas University, Lawrence, KansasProcedure to obtain permission to conduct research was the following:Completed training through the CITI program from the University of Miami for handling of human subjects. and submitted HSCL application Submitted a copy of Cover Letter and Letter of Consent (Appendixes D & E)Submitted all required material to the following:Stephanie Dyson Elms, CoordinatorHuman Subjects Committee of Lawrence (HSCL)The University of Kansas Research Integrity2385 Irving Hill RdLawrence, KS 66045-7568(785) 864-3441(785) 864-7429HSCL@ku.eduTroy University, Troy, AlabamaProcedure to obtain permission to conduct research was the following:Completed the online training program through the PowerPoint at and submitted results to IRB office at irb@troy.eduCompleted and submitted the Application for Institutional Review Board Review form. Submitted a copy of Cover Letter and Letter of Consent (Appendixes D & E)Submitted all required material to the following:irb@troy.edu(334) 808-6294Fax: (334) 670-3912Timothy R Buckner, IRB ChairGAB Building, Rm 228Troy University(334) 670-3400tbuckner48602@troy.eduHuge InstitutionsArizona State University, Tempe, ArizonaProcedure to obtain permission to conduct research was the following:Completed the human subjects training available at () Completed Social Behavioral Application Human Subjects form and submitted it to the address that follows.Submitted a copy of Cover Letter and Letter of Consent (Appendixes D & E)Submitted all required material to the following:The Office of Research Integrity and AssurancePO Box 876111 Tempe, AZ 85281-6111(480) 965-6788Fax: (480) 965-7772Research.integrity@asu.eduDebra Murphy, DirectorOhio State University, Columbus, OhioProcedure to obtain permission to conduct research was the following:Completed training through the CITI program from the University of Miami for handling of human subjects. and submitted Initial Review of Human Subjects Research form.Submitted a copy of Cover Letter and Letter of Consent (Appendixes D & E)Submitted all required material to the following:Human Subjects Institutional Review BoardOffice of Responsible Research Practices (ORRP)The Ohio State University300 Research Administration Building1960 Kenny RdColumbus, OH 43210-1063(614) 688-8457Fax: (614) 688-0366(800) 678-6251Michael Donovan, Senior IRB Protocol AnalystDonovan.6@osu.edu (614) 292-6950Pennsylvania State University, University Park, PennsylvaniaProcedure to obtain permission to conduct research was the following:Completed training through the CITI program from the University of Miami for handling of human subjects. access to Penn State’s PRAMS (Protocol, Review, Approval and Management System at and filled out the appropriate eSubmission form to gain approval for research on the Pennsylvania State University Campus. Submitted a copy of Cover Letter and Letter of Consent (Appendixes D & E)Submitted all required material to the following:Human Research Participant Protection Program330 Building, Suite 205University Park, PA 16802(814) 865-1775Fax: (814) 863-8699ORProtections@psu.edu Melissa Conrad, Compliance Specialist 1 – IRB, Office of Research ProtectionsMbc10@psu.edu6. Limitations As with other quantitative-type research, there are possible limitations to our study that may affect the validity, reliability and/or objectivity of the study. The following points discuss those limitations.The measurement process may create an artificial sense of precision and accuracy (Bryman, 2008). Questionnaires, pre- and post-assessments, and interview questions play a large role in the research to determine students’ level of confidence after library instruction. While the results may favor the hypothesis that embedded librarians are more effective in library instruction, this assumes that each student interprets and responds to key terms in the research documents in the same way.Reliance on procedures hinders the connection between research and everyday life (Bryman, 2008). Structured interviews and self-administered assessments feature heavily in our research design. However, this may not accurately reflect the actual knowledge or behavior of the study participants. While in a “controlled” environment, such as a first-year seminar course, students may complete an assessment with what they believe the instructor wants to see, rather than reflecting on their own levels of knowledge and confidence in the subject. In addition, despite giving favorable responses to focus group questions, students may or may not continue to use the knowledge and skills they have gained, depending on if they see these skills as useful or practical in their everyday lives.Furthermore, we may miss phenomena occurring because of the focus on theory or hypothesis testing rather than on theory or hypothesis generation. When entering into a study with a hypothesis already in mind, there is a danger of encountering “target fixation”; that is, focusing on the perceived problem and ceasing to pay attention to other possibly relevant occurrences (Johnson and Christensen, 2007).Appendix A. Pre- and Post-Assessment for Information Literacy InstructionChoose one. Books in the library are organized by:AuthorTitleSubjectColorChoose all that apply. The library catalog contains records for:CDs, videosBooksJournals, magazines, newspapersIndividual articlesChoose one. Using the library catalog, which of the following is the best search to find books written by Willa Cather?“Keyword” search“Author” search“Title” search“Boolean” search____ Brief summary of an article____ Use this to find a book on a shelf in the library____ Requesting items not owned by my library____ The entire article is available online from a database____ Basic information about a sourceMatch the following terms to the definition.AbstractCitationInterlibrary loanFull textCall numberChoose one. An encyclopedia:Can give you all possible information on the subject you are researchingIs useful for getting background and introductory information on a topicShould only be consulted after you have looked at other resourcesNever includes a bibliography or a list of additional resources for further readingChoose one. All of the following apply to scholarly journals, EXCEPT:Scholarly journals contain reference or a works cited listScholarly journals are written for an informed, knowledgeable audienceScholarly journals are often published only a few times a yearScholarly journals contain short articles written by journalistsChoose one. Say you need to do research on the topic “drug problems amount athletes”. Your first step is to identify some keywords that will help you search for information. Which of the following is NOT a good keyword to get useful results?DrugsAthletesSteroidsProblemsSportsChoose one. The library periodical databases are freely accessible on the web to anyone from anywhere. True or False?TrueFalseChoose one. What type of material is the following citation? Katz, Marco. "Salsa Criticism at the Turn of the Century: Identity Politics and Authenticity." Popular Music and Society 28 (2005): 35-54.It is a book.It is a journal article.It is a newspaper article.It is a musical recording.Choose one. Your professor gives you an assignment to find journal articles about global warming. What should you do?Search a library periodicals database for journal articles about global warmingBrowse the journals in the current periodicals section of the library until you come across an article about global warmingSearch the library catalogUse an internet search engine (such as Google or Yahoo!)Choose two. If you were looking for current information on U.S. gasoline prices, which TWO sources would be best?EncyclopediaBookJournal articleNewspaper articleInternetChoose one. The website likely belongs to a:Commercial or for-profit businessU.S. government agencyNon-profit organizationEducational institutionChoose one. Say you are writing a paper about gun violence and you use information from the National Rifle Association (NRA) website. In this example, which website evaluation criterion do you need to pay attention to the most?Bias/objectivity/accuracyCurrency/timelinessFunctionality/website ease to navigateThe websites domain (does the web address end in .com, .org, .edu, .net)Choose all that apply. Suppose you are writing a paper and you read an article on your topic that you want to include in your paper. In which of the following scenarios would you cite the article?When you copy a whole paragraph from the articleWhen you write it over in your own wordsWhen you quote one sentence from the articleNone of the aboveAppendix B. Focus Group QuestionsThe following questions will be asked if students are part of a course that uses one-shot information literacy instruction:Do you think you will be able to apply what you learned in this course to your regular classes?Would you have rather had information literacy instruction that was embedded in another class?Do you feel as though you learned enough in this course to use these skills effectively, or would more instruction have been helpful?Do you understand how these skills will fit in with your other classes?The following questions will be asked if students are part of a course that utilizes embedded information literacy instruction:Did learning about information literacy in an embedded course help you apply these skills to your course work effectively?Would a class specifically devoted to information literacy better help your understanding of the subject?What was the most useful part of this course?Do you think that more courses should have embedded librarians?How will these skills be useful in your other course work?What main elements will you take from this course?Appendix C. Citation Analysis Coding Scheme with Codes, Definitions, and ExamplesResearch Question: Determining the effectiveness of first-year library experiences for undergraduate student success by comparing embedded to Non-embedded information literacy techniquesResearchers: Doris Brosz, Mindy Brunkhardt, Cory Johnson, Sandy MooreType of CalculationDefinitionExamplesNumber of citationsA count of the number of citations the student included on their citation page.Numbers 0 or higherCurrent materialThe number of sources under 10 years old.Number 0 or higherType of SourceDefinitionExamplesTextbooks, orscholarly booksBooks used in a classroom or for instruction; books written with the purpose of educating on a topic Class textbook; any non-fiction book Scholarly journals & publications; dissertations; conference proceedingsPeer reviewed articles written about research or information for people in a particular disciplineJournal of Educational Research; American Historical Review; Social Psychology Quarterly; BioScienceTrade publicationsPublications published with a specific industry or trade as the target audienceDesign News; Education Digest; Police Chief; PC WorldWebsitesInternet websites from any ; Emporia.edu; NewspaperA newspaper published on a regular schedule whether daily, weekly, monthly, etcNew York Times; Wall Street Journal; Christian Science Monitor; Chronicle of Higher Education Popular magazinesMagazines written with the general public in mind; usually readily available to everyoneTime; Newsweek; National Review; Better Homes & Gardens; Sports Illustrated Primary sources, blogs, etc.Original documents from time period or written directly from experience or conversationInterviews; lecture notes; blogs; social network sites; letters; diariesGovernment publicationsDocuments published by government entitiesCensus reports; minutes to local government meetings; Supreme Court case records, etc.EncyclopediasA publication containing a summary of knowledge over all knowledge or a branch of knowledgeWorld Book; Britannica, etc.Other sourcesSources that do not fit in above categoriesMovies; flyers; dictionaries; plays, etc.Participant code: Date: Information literacy instruction type:Embedded orNon-embeddedResearcher/coder code: Citation Analysis Coding FormResearchers: Doris Brosz, Mindy Brunkhardt, Cory Johnson, Sandy Moore Research Question: Determining the effectiveness of first-year library experiences for undergraduate student success by comparing embedded to Non-embedded information literacy techniquesType of CalculationPre: Number ApplicablePost: Number ApplicableDifferenceNumber of CitationsCurrent MaterialType of SourcePre: Number of CitationsPost: Number of CitationsDifferenceTextbooks, or scholarly booksScholarly journals & publications, dissertations, conference proceedingsTrade publicationsWebsitesNewspaperPopular magazinesPrimary sources; blogs, ernment publicationsEncyclopediasOther sourcesAppendix D. Cover LetterDear Participant:We are asking for your help in a comprehensive study of instructional techniques for teaching information literacy to college and university first-year students involved in first-year experience type courses at 15 institutions from across the nation. Due to the information explosion in the past few decades caused by the development of the internet, students need the skills to evaluate credible sources more today than ever before. We hope to determine which instructional techniques are best for producing successful students. No extra work outside the regular assignments of this course will be required for your participation. The scores from your pre-tests and post-tests and a copy of the citation page from your research project is the data needed for this research. Besides these, on the last day of class focus group discussions will take place. The researchers plan to divide the students into smaller groups to perform these focus group interviews. Participants have the choice to remain silent during these interviews if they feel uncomfortable responding. Any comments made during these focus group interviews will remain confidential even from the instructors of the course. Students need not worry that their comments will affect their grade in any way.There is no possible risk of harm to your physical, mental or academic standing whether you participate or not. Alphanumeric codes will replace names on all data collected. A code sheet is necessary to ensure the use of the same code for the same participant on each document. Researchers will secure this code sheet in a separate location from all collected data and once the data collection is completed, destruction of this code sheet will occur. If you have any questions about this study feel free to contact the researchers. We can be reached at infolit@emporia.eduThank you for your time. We wish you success in the coming rmation Literacy Research TeamDoris Brosz, Mindy Brunkhardt, Cory Johnson, Sandy MooreEmporia State UniversitySchool of Library and Information ManagementAppendix E. Letter of ConsentYou are invited to participant in a study concerning instructional techniques for teaching information literacy skills during this semester. The researchers hope to learn which style of instruction best assists students to obtain success in their academics. You were selected as a possible participant because of your enrollment in (Insert course name here. Course names will vary by institution). This study includes students from 15 different colleges and universities across the United States. Four graduate students from Emporia State University within the Master of Library Science program are the researchers conducting this research. The students are under the supervision of their professor Rajesh Singh, assistant professor in the School of Library and Information Management. The researchers will collect scores from a pre-test at the beginning of the semester course and the scores from a post-test at the completion of the course. Additionally a copy of your citation page from the required research assignment will be made available to the researchers for the purpose of a citation analysis. Besides the collection of the pre-test & post-test scores and the citation page on the final day of class focus group interviews will take place with the researchers. This interview will provide addition insight for the researchers. The researchers plan to divide the students into smaller groups to perform these focus group interviews. Participants have the choice to remain silent during these interviews if they feel uncomfortable responding. Any comments made during these focus group interviews will remain confidential even from the instructors of the course. Students need not worry that their comments will affect their grade in any way. No personal information will be collected. All names will be replaced with alphanumeric codes. An alpha letters representing the institution in which you attend and a number to represent each individual participant. The code sheet with this information will be kept in a separate locked cabinet from any other collected data and destruction of the code sheet will occur when data collection is completed. You are free to decline to participate. If you wish to decline, neither your instructor nor institution will issue any penalties. If you have any questions about this study, please contact researcher at infolit@emporia.eduYour signature below indicates that you have read the information provided and you have decided to participate. Name (please print)SignatureDateReferencesAlbright College. (2012). The Institutional Review Board on the use of human subjects in research. Retrieved from State University. (2012). Research integrity and assurance: Human subjects. Retrieved from State University. (2012). Human subjects approval. Retrieved from , A. (2008). Social research methods, 3rd edition. New York: Oxford University Press.Campbell, D. (2009). Student learning in library research instruction for critical writing, reading and research I & II. Retrieved from College of Southern Nevada. (2012). Office of Institutional Research. Retrieved from of the Sequoias. (2012). College of the Sequoias Research Advisory Committee. Retrieved from University. (2012). List of Regents and Foundation Directors. Retrieved from State University. (2012). Guidelines for research, demonstration and related activities involving human subjects and university policy statement. Retrieved from University. (2012). The Office of Academic Quality: The Office of Institutional Research. Retrieved from City Community College. (2012). Employee Directory. Retrieved from , B. and Christensen, L.B. (2007). Strengths and weaknesses of quantitative research. In Educational research: Quantitative, qualitative, and mixed-methods approach. Thousand Oaks, CA: Sage Publications, Inc. Retrieved from Institute of Technology. (2012). MIT Committee on the use of humans as experimental subjects. Retrieved from State University. (2012). Office of Responsible Research Practices: Human Subjects Institutional Review Board. Retrieved from State University. (2012). Office of the Vice President for Research at Penn State: Human participants research. Retrieved from University. (2012). Institutional Review Board. Retrieved from States Department of Health and Human Services. (2012). Office for Human Research Protection. Retrieved from University of Kansas Research and Graduate Studies. (2012). Research integrity. Retrieved from of Oregon. (2012). Research compliance services. 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