Jason Martin University of Central Florida mjmartin@mail.ucf

1. The Effect of Library Instruction on the Information Seeking Behavior of Undergraduate Education Majors Jason Martin University of Central Florida mjmartin@mail.ucf.edu

2. The University of Central Florida (UCF) recently underwent the SACS re-accreditation process. • SACS requires a Quality Enhancement Plan (QEP). • UCF’s QEP was on Information Fluency. • I Received a $1,000 “Flower Grant” from the QEP office. Introduction

3. Better understand what types of sources Education majors use for their research. • Academic vs. Non-Academic • Determine if an association exists between library instruction and the types of sources used. Objective

4. Surveyed undergraduate Education majors at UCF. • Used a convenience sample of 200 undergraduate Education majors. • Curriculum Materials Center • Each respondent was given $5 for taking the survey. • A Chi Square Test of Association was used. Methodology

5. Research for a Class • 72% the Internet • 28% Library Resources • Research for a Personal Matter • 88% the Internet • 2.5% Library Resources • 6% Asking Friends • 3.5% Asking Experts Finding Their Information

6. I think the library’s resources are hard to use. • 88.5% Very Much or Somewhat Disagreed • 11.5% Somewhat or Very Much Agreed • I am more comfortable using the Internet than the library’s resources. • 22% Very Much or Somewhat Disagreed • 78% Somewhat or Very Much Agreed Using the Library

7. Which is the most credible source? • 2% the Internet • 20% Book • 59% Academic Journal • 1% Newspaper or Popular Magazine • 18% All are Equally Credible • I would use a source because it is convenient to use even though it is not the best source on my topic. • 48% Very Much or Somewhat Disagreed • 52% Somewhat or Very Much Agreed Credible & Convenient

8. Which of the Following Sources Do You Use the Most in Your Research? • 65% the Internet • 8% Books • 16% Academic Journals • 0 Newspapers or Popular Magazines • 11% Use All the Sources Equally Most Used Sources

9. 140 respondents attended at least one library instruction session. • 60 respondents had never attended a library instruction session. • Sources: Internet, Academic, and All Equally • Pearson χ2 (1, N = 200) = 1.612, p = .447, Cramer’s V = .090 • Students who had attended a library instruction session were just as proportionally likely to use academic and non-academic sources as those students who had not attended a library instruction session. LI and Sources Used

10. Agrees with much of the research on “one-shot” LI classes. • Some research points to the effectiveness of multiple LI sessions, especially for credit classes. • Why are students using the Internet when they know it is less credible than academic sources? • Is it because they are more comfortable with the Internet? Yet, they responded the library was not hard to use. Conclusion

11. library.ucf.edu/Presentations/2009/GCIL Handouts

12. ? Questions?