Indiana University School of Dentistry Library

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    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.
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    Expanding services in a shrinking economy: desktop document delivery in a dental school library
    (Medical Library Association, 2011-07) Gushrowski, Barbara
    Abstract Question: How can library staff develop and promote a document delivery service and then expand the service to a wide audience? Setting: The setting is the library at the Indiana University School of Dentistry (IUSD), Indianapolis. Method: A faculty survey and a citation analysis were conducted to determine potential use of the service. Volume of interlibrary loan transactions and staff and equipment capacity were also studied. Main results: IUSD library staff created Desktop Delivery Service (DDSXpress) for faculty and then expanded the service to practicing dental professionals and graduate students. The number of faculty using DDSXpress remains consistent. The number of practicing dental professionals using the service is low. Graduate students have been quick to adopt the service. Conclusion: Through careful analysis of capacity and need for the service, staff successfully expanded document delivery service without incurring additional costs. Use of DDSXpress is continuously monitored and opportunities to market the service to practicing dental professionals are being investigated.
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    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.
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    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.
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    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.
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    Who is Citing Undergraduate Theses in Institutional Digital Repositories?: Implications for Scholarship and Information Literacy
    (2014) Stone, Sean M.; Lowe, M. Sara
    Undergraduate theses are available through open access institutional repositories. Is undergraduate work being integrated into the larger body of academic research, and, if so, how? Institutional repositories containing undergraduate theses were selected and titles were searched using the forward citation feature in Google Scholar to determine if and where undergraduate scholarship is being cited. Results show that 24% of citations to senior theses were in peer-reviewed or refereed journals, and 33% in dissertations and theses. This paper addresses citation source and the potential value of undergraduate scholarship as well as the implications for information literacy instruction to senior thesis students.
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    Integrating an Information Literacy Quiz into the Learning Management System
    (2014) Lowe, M. Sara; Booth, Char; Tagge, Natalie; Stone, Sean M.
    The Claremont Colleges Library developed a Quiz that could be integrated into the consortial learning management software to accompany a local online, open-source IL tutorial. The Quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving buy-in at the faculty and student level. Piloted in nine first-year classes in Fall 2012 then revised and launched in Spring 2013, the Quiz has given the Library valuable assessment data on first-year student IL skills and enhanced the ability of teaching librarians to tailor their instruction to student performance.
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    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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    Search Query Sea Change: Is it Time to Transform the Way We Teach Boolean?
    (2017-03) Hanna, Kathleen A.; Lowe, M. Sara; Maxson, Bronwen K.; Miller, Willie; Snajdr, Eric; Stone, Sean M.
    Are searches that use Boolean operators better than natural language (phrase) searches? Librarians are led to believe this by common practice in reference and instruction; yet, a study of the efficacy of Boolean searches reveals a sea change, especially in first-year instruction. This poster will highlight results of a study, which compared simple Boolean search queries versus natural language searches in eight popular databases.
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    Pathfinder or Pedagogical? Transforming Course Guides for Student Success
    (2017-03) Lowe, M. Sara; Maxson, Bronwen K.; Stone, Sean M.
    An in-classroom scholarship of teaching and learning study aims to answer questions of how students are using course guides, if the design of a guide can impact student learning, and how course guides can transform student information-seeking processes. This poster will detail results of an ongoing study which uses qualitative and quantitative assessments to determine which course guides design aids in student learning. Draw on our finding to invigorate your course guides for transformative learning.