Anticipating library use by business students: the uses of a syllabus study

Dewald, Nancy H.

doi:10.1016/j.resstr.2003.09.003

Cited by 27 publications

(22 citation statements)

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“…The finding that 97 percent of firstyear students are required to find research resources in their first semester of college confirms Dewald's estimation that 94 percent of first-year students are required to locate research resources, an estimation based on the research demands of first-year writing courses. 33 However, not all institutions require a writing course in the first semester, as is the case at the study institution. To determine the impact of first-year writing courses on the study results, the data was analyzed again, using course information from only the 197 students of the sample that were not enrolled in the first-year writing course.…”

Section: Resultsmentioning

confidence: 99%

“…She writes, "While a syllabus study can be time consuming, it can provide valuable information for librarians in improving academic library services." 23 Many early syllabus studies focus on how much students are required to use the library, rather than examining the information literacy skills they need to accomplish their course assignments. Rambler studied 162 randomly sampled syllabi for undergraduate courses and found that 73%-77% of lower-level courses required no library research.…”

Section: Syllabus Studiesmentioning

confidence: 99%

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Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction

VanScoy

Oakleaf

2008

CRL

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Many academic library instruction programs seek to integrate information literacy skills into the curriculum of academic departments. Previous literature on this topic generally recommends a "tiered" approach to curriculum-integrated instruction (CII); these tiered approaches suggest teaching basic skills to first-and second-year students and advanced skills to third-and fourth-year students. Many authors identify skills to teach at each level; however, their recommendations appear to be based on anecdote and common sense. While both anecdote and common sense are useful as starting points, librarians who plan CII programs should use evidence to make instructional decisions. To provide evidence for CII planning, this syllabus study investigated the research skills required of first-year students in their first semester at college. The results demonstrate that most first-semester students are required to find articles and Web sites to support their assignments, and many students are required to find books. Some must also find reference books as well as data and statistical sources to complete their course assignments. These results suggest that previous recommendations regarding tiered instructional approaches should be investigated further and revised. ncreasingly, academic libraries seek to integrate information literacy instruction into the curriculum of academic departments within the university. The growth of CII programs is visible in the library and information sciences literature. The literature also reveals that many librarians recommend a "tiered" approach to CII in which some skills are taught at an early level and other skills are taught later in a student's college career. In general, these recommendations focus on instructional efforts on individual campuses. However, two flaws exist with these suggestions. First, they do not appear to be based on research. While years of professional experience give individual librarians a wealth of anecdotal data from which to conceive CII programs, academic librarians should conduct research to confirm their assumptions. Second, most CII literature focuses on majors or disciplines. This perspective is conceptually useful for librarians, but students' academic experiences do not fall neatly within

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Section: Resultsmentioning

confidence: 99%

Section: Syllabus Studiesmentioning

confidence: 99%

Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction

VanScoy

Oakleaf

2008

CRL

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“…The authors found that while 51 of the syllabi included a research assignment, only 22 directed students to the library or a librarian (p. 270). Dewald (2003) …”

Section: Syllabi Analyses Involving Majors or Programsmentioning

confidence: 99%

Digging in the Mines: Mining Course Syllabi in Search of the Library

Jeffery

Houk

Nielsen

et al. 2017

EBLIP

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Nielsen, and Wong-Welch. This is an Open Access article distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The purpose of this study was to analyze a syllabus collection at a large, public university to identify how the university's library was represented within the syllabi. Specifically, Evidence Based Library and Information Practice 2017, 12.1 73 this study was conducted to see which library spaces, resources, and people were included in course syllabi and to identify possible opportunities for library engagement.Methods -A text analysis software called QDA Miner was used to search using keywords and analyze 1,226 syllabi across eight colleges at both the undergraduate and graduate levels from the Fall 2014 semester.Results -Of the 1,226 syllabi analyzed, 665 did not mention the library's services, spaces, or resources nor did they mention projects requiring research. Of the remaining 561, the text analysis revealed that the highest relevant keyword matches were related to Citation Management (286), Resource Intensive Projects (262), and Library Spaces (251). Relationships between categories were mapped using Sorensen's coefficient of similarity. Library Space and Library Resources (coefficient =.500) and Library Space and Library Services (coefficient-=.457) were most likely to appear in the same syllabi, with Citation Management and Resource Intensive Projects (coefficient=.445) the next most likely to co-occur. Conclusion -The text analysis proved to be effective at identifying how and where the library was mentioned in course syllabi. This study revealed instructional and research engagement opportunities for the library's liaisons, and it revealed the ways in which the library's space was presented to students. Additionally, the faculty's research expectations for students in their disciplines were better understood.

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“…Examples of items that faculty members and students rated similarly in importance were: "the instructor's e-mail address", "the grading scale for final course grade", and "the syllabus adjustments periodically throughout the semester." Dewald (2003) undertook a study to learn how much library use or research was expected of students by business faculty. From the study of business syllabi, the author was able to develop strategies for outreach and improving service to the students and faculty in the business administration program.…”

Section: The Empirical Articlesmentioning

confidence: 99%

Taking or Not Taking a Class: Students’ Perceived Physiognomies Associated with Syllabi

Motameni¹,

Rice²,

LaRosa³

2015

IJMS

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This paper has tried to reconcile and synthesize the existing literature on course syllabi and create an interconnected and cohesive conceptual framework capable of bringing together the findings of previous conceptualization. The spin-off objectives involved conducting a survey to establish the students' overall perceptions regarding the course syllabi in general and the most recent syllabi they have been exposed to in particular. More importantly, we wanted to find out if the students' current perceptions were significantly different from an ideal syllabus perception and whether students' gender, ethnicity, academic standing, option, time of class, and class structure (i.e., regular vs. totally online) influenced students' perception of a syllabus. This study identified four factors contributing to an ideal syllabus. This study extended the previous research on syllabi because no other study has focused on syllabus format and its visual presentation. The findings suggest that alternative strategies should be used to communicate syllabus information.

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Anticipating library use by business students: the uses of a syllabus study

Cited by 27 publications

References 0 publications

Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction

Evidence vs. Anecdote: Using Syllabi to Plan Curriculum-Integrated Information Literacy Instruction

Digging in the Mines: Mining Course Syllabi in Search of the Library

Taking or Not Taking a Class: Students’ Perceived Physiognomies Associated with Syllabi

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