Citation Analyses as a Prioritization Tool for Instruction Program Development

Abstract

In the past, citation analyses have been used for collection development or to evaluate information literacy instruction effectiveness. These projects often require collaboration with subject-matter experts and are typically backward-looking measures. Citation analysis as a forward-looking planning tool for a library's instruction program is less well known. This project acts as a quantitative exploration in order to organize information literacy instruction efforts, program marketing, and the implementation of Capella University's university-wide information literacy outcome. Many problems revealed through the analyses were consistent with results from other universities and library citation analysis efforts: over-reliance on textbooks, improper online sources, lack of retrieval statements, quickly broken links, and so on. Specific instruction responses to these widespread issues are discussed. The citation analysis insights influenced both Capella's information literacy plan development cycle and a redesign effort for all guides, tutorials, and residency instruction sessions. The resulting initiatives will require myriad assessment strategies. Future assessment and research possibilities are discussed.

Citation Analysis as a Tool for Collection Development and Instruction

“…These conversations were thought to improve the library's overall relationship with faculty (Knight- Davis and Sung 2008) and to help librarians confirm that their understanding of library research, and thus their information literacy instruction, aligned with faculty expectations (Bennett and Brothen 2010). In most cases these conversations resulted in concrete changes to instruction.…”

“…They advocate conversations with teaching faculty to help librarians tailor tutorials to the specific needs of a class or discipline. Faculty conversations also helped librarians to advocate for increased involvement in an academic program (Ursin et al 2004), alter assignment grading rubrics to include library research skills (Bennett and Brothen 2010;Ursin et al 2004), or advise faculty on crafting student assignments to promote better research habits (Hurst and Leonard 2007;Knight-Davis and Sung 2008;Robinson and Schlegl 2004).…”

“…Other studies distinguished between scholarly journal articles, classified as such due to their incorporation of heavy research and expert analysis, and less scholarly periodicals, such as magazines and newspapers (Carlson 2006, Davis 2000. Citations to books were also generally taken to be a sign of good research practice, although citations to textbooks were not (Bennett and Brothen 2010;Davis 2002;Knight-Davis and Sung 2008;Robinson and Schlegl 2004). The use of websites was a concern for some study authors because it was an indication that students were not using library resources (Hurst and Leonard 2007;Knight-Davis and Sung 2008).…”

“…For journals, the standard indication of quality is whether they are peer reviewed, and several studies looked at peer review status in their analysis of student bibliographies (Bennett and Brothen 2010;Knight-Davis and Sung 2008). Other studies distinguished between scholarly journal articles, classified as such due to their incorporation of heavy research and expert analysis, and less scholarly periodicals, such as magazines and newspapers (Carlson 2006, Davis 2000.…”

“…In contrast, studies whose goals are primarily instructional evaluate student work. These studies use some of the same data, but with a predetermined idea of what students should be citing-usually peer-reviewed journal articles (Bennett and Brothen 2010;Knight-Davis and Sung 2008;Robinson and Schlegl 2004). The goals are to improve instruction so that students learn to cite more appropriate materials.…”