Glenda Insua

Discovering Usability: Comparing Two Discovery Systems at One Academic Library

In the spring of 2013, the University Library at the University of Illinois at Chicago was in the unique position of having access to two discovery systems, Summon and WorldCat Local, at the same time. When tasked with choosing between the two systems, librarians undertook a usability study of Summon and WorldCat Local. The goal of this study was two-fold: to test the ease-of-use of each discovery system with an eye toward identifying one tool to retain for the longer term, and to learn about the search behaviors of different types of user groups. Eighteen subjects, consisting of undergraduate students, graduate students, and faculty, participated in the study. Participants performed usability tasks using each tool and answered pre-task and post-task questions. While there was no clear preference among study participants for either discovery layer, individual groups did express preferences. Faculty, for example, preferred Summon to WorldCat Local at a rate of five to one. The study findings are explored in detail through an examination of the three major data sets produced by the usability test instrument: results derived from tasks performed by participants as part of the study; themes and trends identified by the investigators within the recorded participant tests; and discovery tool preferences as determined from pre-task and post-task questionnaires administered to study participants. This study has implications for librarians engaged in information literacy instruction, those considering implementing discovery tools, as well as for librarians currently using Summon or WorldCat Local at their libraries.

Student bibliographies: charting research skills over time

Purpose The purpose of this study is to compare two bibliography assignments completed after one-shot library instruction to determine which research skills first-year students retain over the course of a semester. Design/methodology/approach A rubric was developed for citation analysis of student-annotated bibliographies and final bibliographies. Each assignment was scored on a three-point scale, and four criteria were assessed: the quality of sources used, variety of sources used, quality of annotations (for first assignment only) and citation accuracy. Findings Students scored highest on the quality of sources used in both assignments, although there was a statistically significant decline in overall scores from the first assignment to the second. Students had the most difficulty with writing annotations, followed closely by citation accuracy. Students primarily cited journal articles in their annotated bibliographies and reference sources in their final bibliographies. Website use increased notably from one assignment to the other. Originality/value This research is unique in its analysis of two separate bibliography assignments completed by first-year students over the course of a semester. It is of interest to librarians teaching one-shot library instruction or any librarian interested in assessing the research skills of first-year students.

From paper to pixels: using Google Forms for collaboration and assessment

Purpose – The purpose of this paper is to discuss the use of Google Forms in the university library instruction classroom. Librarians at the Richard J. Daley Library at the University of Illinois at Chicago (UIC) began using Google Forms as a way of increasing active learning and as an instrument of formative assessment. The paper describes the information literacy context at the UIC and gives examples of best practices for using Google Forms in library instruction. Design/methodology/approach – The authors collaborated with other instruction librarians at their institution to develop Google Forms for use in library instruction sessions and used them primarily in sessions geared toward first-year students. Findings – Google Forms provides an easy and inexpensive way to incorporate both active learning and assessment in library instruction sessions. Students and faculty were receptive to their use in the library classroom. These early findings will be incorporated into the longer assessment study by the au...

“I'm a Visual Learner so I like this”: Investigating Student and Faculty Tutorial Preferences

ABSTRACT Online tutorials are useful for reinforcing information literacy concepts addressed in library instruction. A wide range of tutorial types cater to different learning styles and feature varying levels of interactivity. In this study, students and faculty reported experiences using two types of tutorials teaching basic search strategies—an interactive tutorial, and a video tutorial. Although both groups favored the video, faculty were split about which tutorial they would rather assign, a discrepancy suggesting questions about how tutorial developers should balance user preferences with learning needs. These findings provide valuable insights for librarians and instructional designers considering creating information literacy tutorials.