1. LOTW 2010 | Higher, Deeper, Broader | MacMillan 1 Higher, Deeper, Broader Expanding IL Don MacMillan University of Calgary LOEX-of –the-West, 2010 Calgary

2. LOTW 2010 | Higher, Deeper, Broader | MacMillan 2 Introduction University of Calgary - 30,000 FTE’s University of Calgary - 30,000 FTE’s Well established IL program for students in biological sciences Well established IL program for students in biological sciences What impact does IL, informal learning and assignments have on student learning? What impact does IL, informal learning and assignments have on student learning? Current study compares 2006 and 2008 findings Current study compares 2006 and 2008 findings

3. LOTW 2010 | Higher, Deeper, Broader | MacMillan 3 Why? Promote student reflection on research skills Promote student reflection on research skills What resources are upper-level biology students actually using? What resources are upper-level biology students actually using? Have student research habits changed over time? Have student research habits changed over time? Do students use different sources for different purposes? Do students use different sources for different purposes? Is IL content aligned with student needs? Is IL content aligned with student needs?

4. LOTW 2010 | Higher, Deeper, Broader | MacMillan 4 Who? 2 cohorts of 25 third and fourth year biological science students - CMMB 421 Virology (2006 & 2008) – cover key biology databases 2 cohorts of 25 third and fourth year biological science students - CMMB 421 Virology (2006 & 2008) – cover key biology databases Most students “information literate”- BIOL 231, 233, & 313 – BIOL 311 Intro to Genetics Nov 2007 Most students “information literate”- BIOL 231, 233, & 313 – BIOL 311 Intro to Genetics Nov 2007 Majority of students considering graduate or professional degree Majority of students considering graduate or professional degree

5. How? getFast – Free Assessment Summary Tool getFast – Free Assessment Summary Tool www.getfast.cawww.getfast.ca Facilitates the collection of qualitative and quantitative data Facilitates the collection of qualitative and quantitative data 15 question survey administered at the conclusion of the instruction sessions 15 question survey administered at the conclusion of the instruction sessions LOTW 2010 | Higher, Deeper, Broader | MacMillan 5

6. 6 Resources Used by Undergraduate Biology Students (Questions 1-7) Resource Fall 2006 N=25Fall 2008 N=25 PubMed 21??? BIOSIS Previews 20 Web of Science 5 Google Scholar* 4 Google 4 Library Catalogue 19 Patent databases 1

7. LOTW 2010 | Higher, Deeper, Broader | MacMillan 7 Resources Used by Undergraduate Biology Students (Questions 1-7) Resource Fall 2006 N=25Fall 2008 N=25 PubMed2119 BIOSIS Previews2017 Web of Science520 Google Scholar*411 Google424 Library Catalogue1912 Patent Databases15

8. LOTW 2010 | Higher, Deeper, Broader | MacMillan 8 Table 2 - Reason given for using each source Choosing a TopicExploring a TopicFinding Specific Info Resource 200620082006200820062008 PubMed 712158814 BIOSIS Previews 56108715 Web of Science 0132141 Google Scholar* 050507 Google 8691232 Library Catalogue 435433 Patent Databases 000200

9. LOTW 2010 | Higher, Deeper, Broader | MacMillan 9 Table 2 Continued - Reason given for using each source Finding background informationWill use in the future Resource 2006200820062008 PubMed 5534 BIOSIS Previews 2204 Web of Science 11145 Google Scholar* 0504 Google 51893 Library Catalogue 1351 Patent Databases 0207

10. Results Web of Science and Google/Scholar – increased use by 2008 cohort Web of Science and Google/Scholar – increased use by 2008 cohort ISI – shared features e.g. citing references ISI – shared features e.g. citing references Google – more content e.g. e-science Google – more content e.g. e-science Google Scholar – functionality and links to library sponsored holdings Google Scholar – functionality and links to library sponsored holdings Slight decrease in use of BIOSIS Previews, PubMed & Library Catalogue Slight decrease in use of BIOSIS Previews, PubMed & Library Catalogue PubMed used differently, familiarity e.g. finding specific information PubMed used differently, familiarity e.g. finding specific information Competitive landscape Competitive landscape Library catalogue and subject guide use mirrors other studies Library catalogue and subject guide use mirrors other studies LOTW 2010 | Higher, Deeper, Broader | MacMillan 10

11. Notable Responses “I check PubMed after Google Scholar, just to make sure I haven’t missed any good relevant articles” “It depends on why I’m looking for something….research work or scientific paper I would use Web of Science or BIOSIS” “4 library tutorials in the first 2 years planted the notion of efficient research in my mind, and numerous lab reports with 10 source minimum hammered the point home” “I never used to refine my searches so I would be sifting through thousands of articles” LOTW 2010 | Higher, Deeper, Broader | MacMillan 11

12. Summary (Questions 8-15) How do you decide which source to check first? Little difference between 2006 & 2008 - Where they started depended on what they were looking for Which source do you find most useful for your research purposes? Both cohorts - PubMed, BIOSIS and Web of Science – Google widely used for background information but deemed not as useful LOTW 2010 | Higher, Deeper, Broader | MacMillan 12

13. Summary (Questions 8-15) Has the way you do library research changed as you have progressed through your studies? If so, how? In 2006 responses based on awareness of tools, 2008 cohort indicated more sophisticated use of resources and more reflection on their research practices In 2006 responses based on awareness of tools, 2008 cohort indicated more sophisticated use of resources and more reflection on their research practices What factors caused the change? Both cohorts indicated that learning occurred in response to IL sessions, practice, assignments, peers & prof’s LOTW 2010 | Higher, Deeper, Broader | MacMillan 13

14. Summary (Questions 8-15) What do you know about library research now that you wished you had known earlier? Overall shift from being aware of sources and finding information (2006) to finding information effectively and using it Do you plan to pursue and advanced degree 24 out of 25 in both cohorts indicated they would be pursuing advanced degrees (e.g. Masters, Medicine) LOTW 2010 | Higher, Deeper, Broader | MacMillan 14

15. LOTW 2010 | Higher, Deeper, Broader | MacMillan 15 Conclusion… Students aware that their learning & IL skills are developed in several ways – formal instruction, practice, peers & profs Students identified reinforcement of literacy skills throughout degree program as beneficial – not just first year Key difference between the two cohorts was the explicit comparison of multiple sources by 2008 cohort, but not by 2006 colleagues

16. Conclusion… Search tactics change as domain knowledge increases Changing information landscape affected results – Scholar, interfaces & full-text availability Small sample size a limitation but nevertheless presents a snapshot of these students experiences Survey informs students, librarian & hopefully IL librarians LOTW 2010 | Higher, Deeper, Broader | MacMillan 16

17. Thank You! Don MacMillan Librarian for Biological Sciences, Physics and Astronomy University of Calgary macmilld@ucalgary.ca