If We Teach, Do They Learn? The Impact of Instruction on Online Catalog Search Strategies

Autor/inn/en	Novotny, Eric; Cahoy, Ellysa Stern
Titel	If We Teach, Do They Learn? The Impact of Instruction on Online Catalog Search Strategies
Quelle	In: portal: Libraries and the Academy, 6 (2006) 2, S.155-167 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-2542
Schlagwörter	Academic Libraries; Search Strategies; Online Catalogs; Online Systems; Library Instruction; College Freshmen; Protocol Analysis; Librarians; Information Retrieval; Pennsylvania + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Suchstrategie; Online catalog; Online catalogue; Online catalogues; Online-Katalog; Online; Bibliotheksverzeichnis; Studienanfänger; Librarian; Bibliothekar; Bibliothekarin
Abstract	A usability study was undertaken at Penn State University to explore how students search the library's online catalog after they have received library instruction. In 2004, eight first-year students received library instruction and were subsequently recruited for the study. Participants were recorded using the online catalog, and a think-aloud protocol was employed to capture students' thoughts. Results were compared with nine first-year students observed in 2002, using the same methodology. Analysis of both groups revealed subtle differences in how they utilized the online catalog. Although these differences cannot be definitively attributed to library instruction, the evidence suggests that instruction can have a positive effect on user search behaviors. The article recommends strategies for increasing the impact of library instruction. (Contains 35 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10