: challenges and opportunities teaching users to "cite it right" cecile farnum and dana...
TRANSCRIPT
: Challenges and Opportunities Teaching Users to "Cite it Right"
Cecile Farnum and Dana ThomasRyerson University Library
Agenda
What is RefWorks? ACRL Standards Impact on library instruction Challenges and opportunities RW instruction @ Ryerson and beyond Future Directions Discussion
ACRL Standards
The information literate student: 1. defines and articulates the need for
information.2. accesses needed information effectively and
efficiently.3. evaluates information and its sources
critically and incorporates selected information into his or her knowledge base and value system.
4. uses information effectively to accomplish a specific purpose.
5. understands many of the ethical, legal and socio-economic issues surrounding information and information technology
Components of Library Instruction
Typically involves the tried and true topics: Boolean logic Catalogue Databases Peer Review Live demo or hands-on Referral to service points
(ACRL Standards 1-3)
The Forgotten Ones: What about standards 4 and 5?
Often considered to be outside of the library realm: why?
Length of library instruction Expertise? Someone else’s responsibility –
faculty writing centre, initiative of individual student
Academic Integrity (AI): what is it?
A set of values which promote honesty and genuine learning in education
We hear about the ‘don’ts’ of AI: cheating, plagiarism, paper mills, copy and paste culture
Intentional vs. unintentional violations of AI
Current Climate of AI
Prevention vs. punishment model teachable moments Turnitin.com as a teaching-learning tool –
stay tuned! Promotion of AI on campus – posters,
tutorials, websites “It takes a village” approach –
collaboration is key to building a culture of AI
RefWorks: What is it?
Web-based, bibliographic citation manager
Interfacing between library catalogues and licensed databases
Users can collect and organize bibliographic citations
Create bibliographies Insert in-text citations using Word
RefWorks touches on (and blurs) the lines between:
Traditional library instruction Library
Writing support – proper citation Writing Centre/Peer tutors
Academic integrity – anti-plagiarism Faculty/Writing Centre/AI Office
Software skills – Word and Write N’ Cite
Technology support
So…how does this impact LI and librarian roles?
Teaching RefWorks requires knowledge of citation styles
Inclusion of paraphrasing exercises and examples in instruction
Troubleshooting with students on APA style
Faculty request instruction on proper citation style
Librarian / Writing Support?
RefWorks @ Ryerson and Beyond Drop-in workshops primary mode of
RefWorks library instruction No prerequisite knowledge of citation
styles is required Most frequently offered as a single
session, or as a pair of basic and advanced sessions
RefWorks Drop-in Session
The quality and accuracy of your bibliography can make or break your essay. The rule of thumb is this: If you’ve used any type of information while researching your paper (for example, books, journal articles, web sites, interviews) you MUST give credit to the author or source of that information in your bibliography. Failure to do so may be considered plagiarism – a violation of the Student Code of Academic Conduct. – that can result in failure in the course, or a Disciplinary Notice on your record. Learn how to manage your research and create excellent bibliographies using RefWorks, a powerful online tool that will help ensure that you’ve cited all your sources the right way.
Challenges
Skills vary among participants Database searching and navigation
skills Technical skills “I’m not very good with
computers” Citation and bibliography experience Familiarity with library resources in
general
Challenges (continued)
Needs and expectations vary among participants Expectation to cover citation as main
emphasis of the session Expectation that RefWorks is 100%
automatic i.e. no editing or citation knowledge required
Advanced users may be bored with portions that are review of databases and citation style rules
Special Challenges for the ‘Net Gen’
Comfort with technology Expectation of immediacy Evaluation of information is difficult
Distinguishing between different types of online resources
Unfamiliar with print equivalents of online resources
Attention span and multi-tasking Unfamiliar with rationale for citation
Postmodern ‘collage’ as norm Technical ease of copying content from digital
Challenges for the Librarian
Time is limited Difficult to know how much context
is required for any given group Difficult to “sell” RefWorks to
students who have never had to follow a citation style
Technical requirements for successful demonstrations
Product is updated
Missed Opportunities in Drop-in Format
“Teachable moments”: Boolean logic, database selection, citation guidance, paraphrasing exercises, evaluating information, anatomy of citations, academic integrity
Advanced features go unnoticed? Session cannot be customized to
suit participant needs
Steps Taken beyond Drop-in
Formation of a RefWorks teaching team ACS102 Learning and Development
Strategies RW links included in
academic integrity website Sessions for:
subject librarians & library staff faculty & research assistants
Instructional videos (Camtasia) online
Inspiration from other institutions
RefWorks, Writing and Word Instruction (see notes for descriptions): University of Guelph, Ontario Canada Claremont McKenna College, Claremont
CA USA Many others offering 90 minute
sessions and 2 part sessions for basic and advanced features.
Opportunities Identified
Partnerships: Writing centre Academic links Faculty
Additional instruction options: Advanced Sessions Citation sessions as prerequisite RefWorks for theses Virtual instruction/webcasts RefWorks options for faculty
Future Directions
Shared online instructional materials integrating citation, RefWorks, paraphrasing etc.
Integration of RefWorks materials within course management software
Blog/wiki format for RefWorks support to facilitate peer-to-peer knowledge sharing about RefWorks
MOST IMPORTANTLY – extend knowledge about RefWorks beyond the library to create multiple pathways into RefWorks
Discussion Questions
How do you approach RefWorks instruction at your institution?
What kind of feedback are you getting?
What’s working? Not working? Are you collaborating with any
groups outside library staff re: RefWorks promotion and support?
References & Recommended Reading
Auer, N. J., & Krupar, E. M. Mouse click plagiarism: The role of technology in plagiarism and the librarian's role in combating it. Library Trends, 49, 415.
Bronshteyn, K., & Baladad, R. (2006). Perspectives on … librarians as writing instructors: Using paraphrasing exercises to teach beginning information literacy students. The Journal of Academic Librarianship, 32(5), 533-536.
Grimes, D. J., & Boening, C. H. (2001). Worries with the web: A look at student use of web resources. College & Research Libraries, 62(1), 11-23.
Lampert, L. D. (2004). Integrating discipline-based anti-plagiarism instruction into the information literacy curriculum. Reference Services Review, 32(4), 347-355.
Oblinger, D., & Oblinger, J. (2006). Is it age or IT: First steps toward understanding the net generation. CSLA Journal, 29(2), 8-16.
Sheridan, J. (1992). WAC and libraries: A look at the literature. Journal of Academic Librarianship, 18(2), 90-94.
Swartz, P. S., Carlisle, B. A., & Uyeki, E. C. (2007). Libraries and student affairs: Partners for student success. Reference Services Review, 35(1), 109-122.
Wood, G., & Warnken, P. (2004). MANAGING TECHNOLOGY academic original sin: Plagiarism, the internet, and librarians. Journal of Academic Librarianship, 30(3), 237-242.
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