Citation Analysis as a Tool to Measure the Impact of Individual Research Consultations

Abstract

This study sought to determine the degree to which individual research consultations with a librarian can improve the work of undergraduate students. Citation analysis was used to evaluate the quality of sources selected on draft papers before meeting with a librarian and on final papers after meeting with a librarian. The rating scale presented here offers guidelines for measuring the quality of sources used by students. Findings of this research begin to provide some quantitative evidence demonstrating the positive impact of individual research consultations.t is not unusual for librarians to interact with undergraduates during the beginning stages of the research process. Through relatively brief instruction sessions and reference desk encounters, we strive to guide students toward the use of information sources that are both high quality and appropriate for a collegelevel course assignment. However, in later stages, students do not seem to seek out assistance as readily, resulting in less interaction between student and librarian.Discussions with faculty and students confirmed suspicions that many students are using information sources considered to be inadequate for scholarly or professional work. Information may be from a source whose credibility is questionable or may be completely undocumented. Due to an interest in seeing more appropriate resources used in course projects, faculty/librarian partnerships were sought out in an effort to work more closely with students. One-on-one meetings, or research consultations, are one way to increase the level of interaction with students. This method of instruction can be quite effective and is used frequently by on-campus tutors and writing centers because these personal meetings allow for greater attention to detail and the ability to address unique concerns of each student in a way that is not possible in larger groups. When one-on-one consultations are offered by librarians, they not only provide an opportunity to assist students, they also allow librarians to benefit from learning more about how students select and use information sources. This approach is especially helpful since we rarely have the opportunity to closely review student work in progress or the final product.The present study is the first to explore a combination of one-on-one library recrl-261

Research consultation effectiveness for freshman and senior undergraduate students

“…Yi (2003, p. 348) sees research consultations as addressing important "student needs that were not sufficiently covered in a classroom setting", and believes that if librarians "consciously integrate information literacy objectives into their encounters with students" they will significantly improve the quality of assistance available to students during these sessions. In his 2012 study of the impact of research consultations, Reinsfelder (2012) points out that "this method of instruction can be quite effective and is used frequently by on-campus tutors and writing centers because these personal meetings allow for greater attention to detail and the ability to address unique concerns of each student in a way that is not possible in larger groups" (Reinsfelder, 2012, p. 263).…”

Wrangling the Literature: Quietly Contributing to HDR Completions

“…The very nature of individual research consultations contributes to their success for meeting requesters' information needs: relevancy, specificity, depth, and delivery at a time that suits (Yi 2003). Upon request, researchers can discuss their own research projects or their specific information needs with information professionals who provide customised, nuanced advice and individualised training at the point of need (Attebury, Sprague, and Young 2009;Avery, Hahn, and Zilic 2008;Cardwell, Furlong, and O'Keeffe 2001;Donham and Green 2004;Frank et al 2001;Gratch and York 1991;Jastram and Zawistoski 2008;Lee 2004;Magi and Mardeusz 2013;Reinsfelder 2012;Robertson 2003;Rothstein 1990;Warburton 2012;Yi 2003).…”

Google vs. the Library (Part III): Assessing the Quality of Sources Found by Undergraduates

“…Reinsfelder rated the first three criteria on a four-point scale, with scope being measured on a three-point scale. 19 And finally, Leeder, Markey, and Yakel developed a taxonomy that assigned specific scores between one and four (based on format) within each of five facets: information format, literary content, author identity, editorial process, and publication purpose. 20…”