Google Generation & Non-traditional Chemistry Information Training
Norah Xiao
Science and Engineering Librarian University of Southern California Libraries
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Outlines
Google generation Case study of USC chemistry graduate
students’ chemistry information training • Background of USC Libraries • Context of USC chemistry information training • Training with newer technologies
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Google Generation
Characteristics • Expect choices, options, & flexibilities • Prefer to customized and personalized experience • Are digital initiatives • Are collaborative and multitasking • Expect nomadic, anytime, anywhere communication • Learn continuously and experientially • Read less than other generations
Sweeney, R. T. (2005). Reinventing library buildings and services for the millennial generation. Library Administration and Management, 19(4), 165-175.
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USC chemistry graduate students information literacy program Background
• USC S&E Library serves upper-division undergraduates, graduates, faculty, researchers and staff in science and engineering community at USC
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Where to start
Collection • On-campus and off-campus physical locations • e-resources collection
“Traditional” science and engineering library building • No learning common or collaborative study space within
library Foundation of users-librarian relationship
• No orientations • No any training programs
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Goals
Build up users’ relationship with librarian • Spark conversation and interaction between users & me
• Set up outreach schedule • Faculty liaison, student liaison • Visit research groups, research seminars’ presentation
• Virtual presence • Group emails, posters in the chemistry buildings • Resigned library homepage • Blog, facebook group, RSS feed
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Goals
Build up users’ relationship with librarian Identify users’ needs and probe gaps in
information literacy training needs • Landscape information literacy and competencies
survey • Orientation + survey monkey surveys
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Information Literacy “Information literacy is a set of abilities requiring individuals
to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”
Association of College and Research Libraries (2000) Information Literacy Competency Standards for Higher Education. Chicago, Association of College and Research Libraries. (online)
Chemistry graduate students’ information competencies • ACS CINF Education Committee:
Teaching Chemical Information: Tips and Techniques • SLA Chemistry Ad hoc committee:
Information Competencies for Chemistry Undergraduates: the elements of information literacy
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Information Training Context & Contents
Needs vs. Contents • Fundamental chemistry information education to
all levels
Skills vs. Contents • Electronic information environment: familiarity,
convenience, accessibility
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Goals
Build up users’ relationship with librarian Identify users’ needs and probe gaps in
information literacy training needs Experiment with all kinds of packing of
information literacy training • Format • Timing • New Technologies
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Human Expertise Students prefer to have face-to-face trainings if
possible Students prefer quick and easy solutions to their
questions
In-person vs. Virtual • “Are looking for human expertise on-line just as they do in-
person” • “Are looking for instruction”
Swanson, T. A. (2004). A radical step: Implementing a critical information literacy model. Portal: Libraries and the Academy, 4(2), 259-273.
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New technologies: Deepen and Widen Training
Timing is very critical • Screencasting tools: Camtasia Studio,
Adobe Captivate, Jing, and Qarbon Viewlet Builder
• Share e-learning resources through repositories: Podcast, YouTube, Blog, A.N.T.S.4 and MERLOT
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Training Matrix Content Format Timing Library 2.0
in-person virtual scheduled As needed
library services 2 1 1 2 Camtasia, Slideshare, YouTube, Jing
literature 2 1 1 2 Camtasia, Slideshare, YouTube,
search skills 2 1 1 2 Camtasia, Slideshare, YouTube, Jing, Pidgin
local collection
1 2 2 1 Jing, Pidgin, blog, RSS feeder, Tags, Podcast
resources 1 1 1 1 Jing, Pidgin
others 2 1 1 2 Commercial multimedia, Slideshare, YouTube, blog, Tags
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Practice Examples
Chemistry Orientation • Survey monkey +
Slideshare + YouTube • Made by Camtasia
(Adobe Captivate, Jing, and Qarbon Viewlet Builder)
• Scheduled library services training for students
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Practice Examples
Information Literacy Tutorials • YouTube (Camtasia) +
Commercial training + Pidgin + Jing
• As needed based + In person training
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Practice Examples
Quick reference question • Jing + Pidgin +
Email • As needed
Quick database introduction • Jing + Pidgin +
Email • Scheduled or as
needed
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Practical Tips
7 items rule “Recycle, Reduce, Reuse”
• programs that review, highlight and promote high-quality e-learning resources, such as the ACRL PRIMO database
• Collaboration among ACRL-STS, SLA-Chemistry and ACS-CINF education committee
• Collaboration with publishers, vendors
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Conclusion
Reach into the “black box” where knowledge is created, and bridge the gap between information and knowledge.
Swanson, T. A. (2004). A radical step: Implementing a critical information literacy model. Portal: Libraries and the Academy, 4(2), 259-273.
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Conclusion
Outside the box - happen anytime, anywhere in any kinds of format. • “The best library services are geared toward users'
needs and based on human interaction that needs emotional and intellectual human attention.”
Xiao, N. (2008). Web 2.0 as catalyst: Virtually reaching out to users and connecting them to library resources and services. Issues in Science & Technology Librarianship, no.55, Retrieved from http://www.istl.org/
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Thank you!
Contact information Norah Xiao [email protected] 213-740-2214
On-line presentation http://libguides.usc.edu/chem