Indiana University School of Dentistry Library

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Boolean Redux: Performance of Advanced versus Simple Boolean Searches and Implications for Upper-Level Instruction
(2020) Lowe, M. Sara; Stone, Sean M.; Maxson, Bronwen K.; Snajdr, Eric; Miller, Willie
Building off an earlier study, which examined whether or not it was beneficial to teach Boolean logic to introductory students, the present study examines the efficacy of Boolean OR searching in more advanced search strategies, for example, capstone projects and graduate theses and dissertations. Results show that both simple and advanced Boolean searches yield relevant results. Based on relevance, there is no compelling evidence that either search is superior. To capture all the literature on a topic, however, it is important that upper-level students know the relevant databases for their discipline and perform multiple searches. Results can help inform whether teaching Boolean search skills to upper-division students in disciplinary contexts is time well spent.
Coming and Going: Assessing Information Literacy to Shape Curriculum
(2018-10-22) Lowe, M. Sara; Currier, Abby; Stone, Sean M.; Graunke, Steve
In the era of fake news, assessing students’ Information Literacy competencies is especially important. Understanding first-year and senior students’ ability to find, evaluate, and use information provides powerful assessment data to capture what students come to college with, how they leave, and how that can shape the curriculum. This poster details the results of a project which combined indirect (survey, n=630) and direct (rubric analysis of final papers, n=775) measures to assess students’ Information Literacy competencies. Attendees will learn about implementation, results, and lessons learned as well as strategies for instituting a similar ground-up assessment project.
Contingent teaching through low-tech audience response systems: Using Plickers to support student learning and assessment
(2019) Lowe, M. Sara; Macy, Katharine V.; Stone, Sean M.
For one-shot instruction sessions, formative assessment is the most feasible method for gathering data to aid contingent teaching, the practice of adapting to learners’ needs. Various technologies aid in the quick and efficient gathering of data on student learning in the classroom that can be used for formative assessment. Outside of a library teaching space or computer classroom, it is difficult to know what technology is available, what technology students can access, and how best to aid data collection that engages students, provides meaningful data to allow for contingent teaching, and is not dependent on student technology ownership. A low-tech audience response system has provided an opportunity to collect data on student learning and enable contingent teaching. This project report contributes to the field of information literacy research describing how a low-tech audience response system supports contingent teaching and innovates practice in different classroom situations.
Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance
(College & Research Libraries, 2015-07) Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.
The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of “authentic” assessment in determining actual learning outcomes. This mixed-methods study presents findings in each area and examines their implications for effective IL course collaborations.
Developing Best Practices for International Student Information Literacy Instruction
(2018-09-25) Stone, Sean M.; Lowe, M. Sara
Does Course Guide Design Impact Student Learning?
(2018-06) Stone, Sean M.; Lowe, M. Sara; Maxson, Bronwen K.
Course and research guides are a common tool of teaching librarians, expanding the reach of instruction sessions. Traditionally these guides were designed in a pathfinder-style with lists of resources by type (e.g., websites, books, etc.). Guides can also be designed pedagogically, where the guide walks a student through the research process. This paper reports the results of a pilot Scholarship of Teaching and Learning (SoTL) A/B study that examined whether guide type had an impact on student learning. Results indicate students using the pedagogical guide may learn and retain Information Literacy concepts better than students using the pathfinder guide.
For the Dissemination of Useful Knowledge the Workingmen's Institute, New Harmony, Indiana
(H.W. Wilson Company, 2003) Lowe, M. Sara; Stone, Sean M.
Southern Indiana holds a treasure, the Workingmen’s Institute. Founded in 1838 by William Maclure, it is the oldest continuously operating public library in the state of Indiana. While the origins of the Workingmen’s Institute (WMI) and its history in the community of New Harmony are fascinating subjects, they have also been well documented. Rather than focusing on the past, this article attempts to focus on the present and future of the Workingman’s Institute as it continues to define its three separate functions: public library, museum, and special collection.
Impact of Assignment Prompt on Information Literacy Performance in First-Year Student Writing
(Elsevier, 2016) Lowe, M. Sara; Stone, Sean M.; Booth, Char; Tagge, Natalie
This study attempts to quantify the impact of assignment prompts and phased assignment sequencing on first-year student work. Specifically, whether more fully developed and “scaffolded” assignment prompts produced better Information Literacy (IL) in student papers (n=520). The examination of assignment prompts in relation to student IL rubric scores would seem to indicate the conventional wisdom on developing assignment prompts might not have an impact on IL performance.
Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation
(Johns Hopkins University Press, 2015-07) Lowe, M. Sara; Booth, Char; Stone, Sean M.; Tagge, Natalie
The authors conducted a rubric assessment of information literacy (IL) skills in research papers across five undergraduate first-year seminar programs to explore the question “What impact does librarian intervention in first-year courses have on IL performance in student work?” Statistical results indicate that students in courses with greater levels of strategic faculty-librarian collaboration performed significantly better in IL outcomes than those in courses with low collaboration. Intensive librarian course support was not necessary to achieve significant learning gains; these tended to occur when librarians provided initial input into syllabus and assignment design, followed by one or two assignment-focused IL workshops.
Improving First-Year Student Research And Information Literacy Pedagogy By Integrating Librarians
(2016-03-03) Stone, Sean M.; Lowe, M. Sara; Quirke, Michelle
A faculty member and librarian collaborated to adapt a new programmatic IUPUI Bridge/FYS information literacy curriculum to a highly disciplinary, pre-professional course (Dental Hygiene). Development of information literacy instruction that met all the needs of students in the first year experience was only allowable through the close collaboration and multiple levels of library intervention during curriculum scaffolding.

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