Evidence Based Library and Information Practice (Journal)
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Name Authority Challenges for Indexing and Abstracting Databases
No full textObjective - This analysis explores alternative methods for managing author name changes in Indexing and Abstracting (I&A) databases. A searcher may retrieve incomplete or inaccurate results when the database provides no or faulty assistance in linking author name variations.
Methods -The article includes an analysis of current name authority practices in I&A databases and of selected research into name disambiguation models applied to authorship of articles.
Results - Several potential solutions are in production or in development. MathSciNet has developed an authority file. The method is largely machine-based but it involves time-consuming manual intervention that might not scale up to larger or multidisciplinary databases. The use of standard numbers for authors has been proposed. Solutions in practice include author-managed registration records and linking among several authority files. Information science and computer science researchers are developing models to automate processes for name disambiguation, shifting the focus from authority control to access control. Successful models use metadata beyond the author name alone, such as co-authors, author affiliation, journal name, or keywords. Social networks may provide additional data to support disambiguation models.
Conclusion - The traditional objective of name authority files is to determine precisely when name variations belong to the same individual. Manually-maintained authority files have served library catalogues reasonably well, but the burden of upkeep has made them ill-suited to managing the volume of items and authors in all but the smallest I&A databases. To meet the access needs of the 21st Century, both catalogues and I&A databases may need to implement options that present a high degree of probability that items have been authored by the same individual, rather than options that provide high precision with the expense of manual maintenance. Striving for name disambiguation rather than name authority control may become an attractive option for catalogues, I&A databases, and digital library collections
Effective Methods for Teaching Information Literacy Skills to Undergraduate Students: A Systematic Review and Meta-analysis
No full textObjective - The objective of this review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge). The study sought to address the following questions:
1) What is the overall state of research on this topic?
2) Which teaching methods are more effective?
Methods - Systematic review methodology was used. Fifteen databases were searched for relevant articles retrieving 4356 potentially relevant citations. Titles and abstracts were reviewed for relevance. Of those, 257 full articles were considered in-depth using a predetermined inclusion/exclusion form. 122 unique studies met the inclusion criteria and underwent an extensive data extraction and critical appraisal process. 55 of these studies met author defined quality criteria to provide information on the effectiveness of different teaching methods. Of these, 16 studies provided sufficient information to enable meta-analyses using standardized mean difference to be undertaken.
Results - The overwhelming majority of studies were conducted in the United States (88%). 79 studies (65%) used experimental or quasi-experimental research methods. Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction, and self-directed independent learning. Studies measured outcomes that correlated with Bloom’s lower levels of learning (Remember, Understand, Apply).
16 studies compared traditional instruction with no instruction, and 12 found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring traditional instruction. 14 studies compared computer assisted instruction with traditional instruction. 9 of these showed a neutral result, and meta-analysis of 8 of these studies agreed with this neutral result. 6 studies compared self-directed independent learning with no instruction, and meta-analysis of 5 of these agreed that the result was positive in favour of self-directed independent learning.
Conclusions - Based on the results of this meta-analysis, there is sufficient evidence to suggest that computer assisted instruction is as effective as traditional instruction. Evidence also suggests that both traditional instruction and self-directed independent instruction are more effective than no instruction. Additional comparative research needs to be done across different teaching methods. Studies comparing active learning, computer assisted instruction, and self-directed independent learning would greatly enrich the research literature. Further studies utilizing appropriate methodologies and validated research tools would enrich our evidence base, and contribute to the growth of knowledge about effectiveness of particular teaching methods