1. THE IMPACT OF EDS ON INFORMATION LITERACY LISA ROSE-WILES, SETON HALL UNIVERSITY 400 SOUTH ORANGE AVENUE SOUTH ORANGE, NJ 07079 USA LISA.ROSE-WILES@SHU.EDU

2. COMMON COMMENTS FROM LIBRARIANS + PROS + No silos – don’t need to find and search many databases or catalog individually. Designed for the end user Fast and easy, familiar to Googlers Leaves more time for “real” instruction and/or practice. - CONS- Too many results, often irrelevant Difficult to distinguish source types Unclear what is searched; can miss important content ‘Dumbs down’ searching; does not foster IL skills

3. OUR WAY OR THE (INFORMATION) HIGHWAY? LIBRARIANS Find the best information Know what content is being searched Value precision & relevancy, well crafted searches Careful evaluation of results USERS Information rich, time poor environment = Make it easy, make it fast Addicted to Google Satisficing works for most undergraduates

4. SETON HALL BACKGROUND Private Catholic school, ~5,500 undergraduates, 3,500 graduate students (many part time/online; many in nursing and health professions) Information literacy is “core competency”, students must take “infused” classes to graduate. A “soft launch” of EDS in April 2012; invited user feedback but received little. EDS moved to front of redesigned library home page in fall 2012 – splashy party, low attendance.library home page

5. SOME OF OUR INSTRUCTION DEBATES Do we teach catalog, journals and subject databases or EDS or both, and which first? Should EDS include sources we cannot access full text? Are “one shot instruction sessions” better with EDS? How do we handle shift from “finding” to “refining” results (without undermining EDS)? Teaching skills vs. teaching tools … teaching researching vs searching (is that our job or their instructor’s?)

6. ASSESSMENT OF ENGLISH 1201 Online quiz, self selected sample (n = 69) Common problems with completing tasks Do not read /follow instructions! Do not use limits even when directed to Confuse different sources and formats Don’t know how to retrieve full text Think URL’s are citations 55% believe they can get books and peer-reviewed articles on Google.

7. ASSESSMENT OF ENGLISH 1202 Instruction session focused on library worksheet assignment 66 students in 4 classes. Students seem to “get” why not to use Google Almost all correctly described scholarly articles Almost all identified appropriate subject databases for their searches but key words were often too broad. Best student question: “How do I make my research quick but effective”? Over 45% of respondents gave “Boolean searching” as the most useful thing they learned (that was a surprise!)

8. WHAT DID ENGLISH 1202 STUDENTS FIND MOST CHALLENGING?

9. EMBEDDED LIBRARIAN EXPERIENCE Upper level biology elective (n = 28) We used EDS and subject databases, ongoing librarian involvement and support Most improved from first assignment to last: using scientific sources and creativity Least improved: spelling & grammar, integrating sources. Student feed back: no one ever taught us how to do research before! They struggled with understanding and integrating scientific sources. Equally divided between preferring EDS and subject databases, many used both.

10. EMBEDDED LIBRARIAN EXPERIENCE Three first year biology labs Guided & graded use of scientific sources for lab reports, used EDS and (more focus on) subject databases. Improvement from lab 1 to lab 5: Quality 22%, Relevance 44%, Integration 38%, Citation 18% Google sources decreased from 30% to 10% Biggest issues were not “finding” but selecting and integrating sources.

11. SO WHAT ABOUT EDS & IL? No single answer – different users have different needs and problems (1 st year undergrad vs. grad students, specialized disciplines, professional schools, ESL) The main benefit is saving time – for users and for librarians giving library instruction (especially “one shots”) “Too many results” does not seem to bother students (most grew up with Google) and they like the facets (although ignore them unless shown). Teaching with EDS needs to focus more on narrowing and evaluating sources (pounding on “create good searches” seems ineffective).

12. DISCOVERY TOOLS DO NOT TURN GOOGLERS INTO SCHOLARS EDS helps with “finding sources” (especially undergraduates and generalists) but not with the larger problem that students do not know how to do research! In my “embedded” courses, about half the students preferred subject databases once they understood the research process better. We hope EDS helps put students on the road from searchers to researchers.

13. IS EDS WORTH THE EXPENSE? We have had a long fight to keep it (budget issues, moving to OCLC’s WMS which has a discovery tool “in development”) and need to justify our decision. What do others think?? THANK YOU!