Embedded Librarianship Portfolio

Candace Poovey - Fall 2014

Bibliographic Instruction Tools

For my BI tools, I chose to do a list of directions, with step by step screen shots included, to show my students how to search for an article on their topic on the Belk Library website. I chose this format because I thought it could help visual learners. It had the directions clearly written, but also provided a picture so they could see exactly where they needed to click. I thought this would be a great tool for them to use since many students were telling me they were still needing resources for their research.

I also did a video screen capture of how to use the website WorksCited4U. This website gave students the capability to cite their sources in either MLA or APA format. All they had to was fill in the information for their source in the correct box and it would populate the works cited page for them. I chose this format because both auditory and visual learners could possibly benefit from it. They could see the actions step by step, and also hear me explain what to do. The auditory part would be helpful if they were to pull up the website and could follow along as I talked them through the process.

I did not receive any feedback on the tools until I got the evaluation responses back. Two of the three students that responded said the tools were helpful, and the third student was neutral. The two students said they liked that the tools were helpful and easily accessible. I hope they were able to use the tools to help them while working on their project.

Reference Interview

I conducted a reference interview with four of my five students. I believe the fifth student must have dropped the course because he disappeared after the first assignment.

Each interview was held through the text chat program in AsULearn. All four students asked for help finding a few more sources for their topic. I led them to Google Scholar and the databases that are located on the Appstate Library website. The interviews seemed to go well and every student was very receptive to the help and the resources I provided them.

Through this reference interview process, I learned that you have to ask a lot of questions to figure out where their topic is going, especially when some of the topics were things I knew little to nothing about. I will say that it was definitely a learning experience for myself and the English students as well.

Fielding Questions

I did not receive very many fielding questions from my students. Most of the questions asked were during the reference interview. Then I did not hear from most students again until I posted the evaluation for them to complete.

If I would have had more fielding questions from my students, I believe that would have kept me more informed on where they were in their research for their topic. This would have given me a better understanding of what their needs were to complete the assignment.

Some questions I received:
Q - Could I get your help on making my argument more argumentative? (She then tells her topic).
A - Just to be clear, you would like to turn this topic into an argumentative statement?
Q - So my topic is Academic Redshirting, and I was just curious if there any sources you would recommend or know of?
A - What all aspects of academic redshirting are you researching? I know you talked about both athletes and holding back based on age. Just curious as to what the focus is. Have you used the Google Scholar search feature on the Library Website?

Evaluation

Reflection