Salem State College Library
Collaborative"Just-In-Time" Research
Instruction for Undergraduate Marketing
Students at Salem State College
A Poster Session Presented at the
ACRL/NEC 2006 Annual Conference
“ Leveraging Our Strengths: Alliances, Interdependencies and Developing
Services." Friday, April 21st, 2006. Amherst, MA.
Nancy Dennis
Business Reference & Instruction
Librarian
nancy.dennis@salemstate.edu; 978-542-6218
Linda Jane Coleman
Professor, Marketing and Decision Sciences
linda.coleman@salemstate.edu; 978-542-7231
¦ Abstract ¦ Challenges of Past Research Sessions ¦
¦
Methodology of the "Just-In-Time"
Research Instruction Model ¦
¦
Outcomes ¦
Abstract
Business Librarian Nancy Dennis and Marketing Professor
Linda Coleman have
developed the "Just-In-Time" model of research instruction
for undergraduate
marketing classes. This approach involves multiple,
in-class presentations over four
weeks while students are working on course projects.
This facilitates immediate
utilization of research sources. Dennis and Coleman
conduct formal presentations,
while providing ample student research time and individual
attention. To assess
students' progress, Dennis and Coleman solicit feedback,
revising content as needed.
Blackboard and follow-up sessions are used for further
support. In Spring 2006,
they piloted an online survey to assess students’
knowledge and use of research sources.
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Challenges of Past Research Sessions
Time
º Previous
"one-shot" library research sessions were too short for comprehensive
coverage
of databases; extensive student practice; and refinements of searches and
assignments.
º Previous
research classes were scheduled early in the semester, long before most
students
began researching their projects. By the time students began work, many
had forgotten
the content of the session.
º The Library
is a 15 minute walk from the Bertolon School of Business.
This reduced
time available for instruction and practice in previous sessions.
Pedagogy
º Previous
"one-shot" classes did not facilitate students' becoming comfortable with
multiple
types and levels of sources.
º Previous
"one-shot" research classes prevented students from getting to know subject
and searching
strengths of librarians.
º
The content of previous "one-shot" research classes could not accommodate
shared
presentations
of material by the Business Librarian and Marketing Professor.
º Previous
tools for assessing library research sessions focused on one moment in time
- the instructional
session - rather than the impact a session might have had on students'
research.
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Goals of "Just-In-Time" Research Instruction
º To make instruction as relevant as possible to
assignment requirements.
º To
ensure that research instruction took place just when students began work
on assignments.
º To give students
perspectives of both the Marketing professor and the Business
Librarian on the information seeking
process.
º To provide
ample time for students to feel comfortable with basic and advanced
searches and refinement of searches.
º
To present databases gradually over time.
º
To fine-tune assignments as students progressed in their research.
º To
support students while they were researching and help them overcome
research problems and assignment
questions.
º To encourage student sharing
of peers' research topics and search strategies.
º
To gain instant feedback on the effectiveness of research sessions and
make
adjustments.
º To
study how what difference(s) the research sessions made on student
research.
º To assess the overall impact
and success of the research sessions.
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Methodology of the "Just-In-Time" (J.I.T.) Model
of
Research Instruction
º Sequence of four, weekly
instructional sessions in a computer lab with a projector
and white-board.
º Presence and participation
of the Business Librarian and Marketing Professor in
class at all times.
º Both formal instruction and
supervised individual research.
º Equal partnership between
faculty and librarian in planning, executing, and
refining research assignments.
º Progressive unveiling of databases.
º Provision of a list of key
sources on Blackboard.
º Individual follow-up sessions
in the Library.
º "Research Practices" Survey conducted
in February 2006, during
J.I.T.: Research Practices. Survey
was constructed on www.surveymonkey.com.
º "Evaluating the "Just-in-Time"
Library-Classroom Research Collaboration
Process Survey conducted in April
2006 - after most students' projects
were complete.
Survey was constructed on www.surveymonkey.com.
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Outcomes Available as of April 21, 2006*
A. Qualitative
Professor Coleman: "Completed
assignments of higher quality than previous classes
without J.I.T."
Librarian Dennis: "Being able
to meet with students for four sessions made it possible to
show a greater range of databases
and to meet with more students individually."
B.
Quantitative
"Research Practices" Surveys
- Key Findings
1. Principles
of Marketing Class (n=15)
Top research
sources consulted by respondents (n=15) were:
Library databases.
(100%)
Professor Coleman’s list of recommended
sources on Blackboard. (66.7%)
Google and other search engines.
(66.7%)
The top 5 factors
in respondents’ (n=15) decisions to use a source were:
Source gave good results. (Response
average: 4.29)
Source was easy to use. (Response
average: 3.93)
Source was easy to get into. (Response
average: 3.86)
Source was recommended by librarian.
(Response average: 3.71)
Source was recommended by professor.
(Response average 3.67)
The top three periodical databases
used by respondents (n=15) for the assignment were:
EBSCO Business Source Premier. (86.7%)
First Search – Business & Management.
(60%)
Hoover’s. (53.3%)
Though sixty percent (60%) of respondents
(n=15) tried to access databases from off campus;
only 26.7% were successful.
Sixty (60%) of respondents (n=15)
wanted the Business Librarian to hold office hours at the
School of Business in the future.
2. Research Practices Survey Key Findings – International
Marketing Class (n=15)
Top research sources consulted
by respondents (n=15) were:
Library databases. (73.3%)
Professor Coleman’s list of recommended
sources on Blackboard. (66.7%)
Google and other search engines.
(60%)
The top five factors in students’
decisions to use a source or not were:
Source gave
good results. (Response average: 4.13)
Source was easy to get into. (Response
average: 3.87)
Source was easy to use. (Response
average: 3.71)
Source was recommended by professor.
(Response average: 3.67)
Source was recommended by librarian.
(Response average: 3.40)
The top three periodical databases
used for the assignment were:
EBSCO Business Source Premier. (93.3%)
Lexis Nexis. (46.7%)
Hoover’s. (33.3%)
Though 80% of respondents (n=15)
tried to access databases from off campus;
only one third (33.3%) were successful.
Sixty (60)
% of respondents wanted the Business Librarian to hold office hours at the
School of Business in the future.
* The Second Survey: "Evaluating the "Just-in-Time" Library-Classroom Research
Collaboration Process Survey is
still in the data collection phase.
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For more information,
please contact:
Nancy Dennis, Business Reference & Instruction Librarian, Salem State College.
ndennis@salemstate.edu or 978-542-6218
