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Part 1, by Carlye Baker Class History

The Library and PLP 2000 A Partnership of Dr . Carlye Baker and Alice Primack (C. Assist. Professor, Department of Plant Pathology, and Librarian, Marston Science Library, University of Florida). Part 1, by Carlye Baker Class History.

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Part 1, by Carlye Baker Class History

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  1. The Library and PLP 2000A PartnershipofDr.Carlye Baker and Alice Primack (C. Assist. Professor, Department of Plant Pathology, and Librarian, Marston Science Library, University of Florida)

  2. Part 1, by Carlye BakerClass History Course for non-science undergraduates originally named Plant Diseases and Human Affairs Then it changed to Plants, Plagues, and People

  3. And It Changed from a Plant Pathology Course to an Evolutionary Biology and History Course. (can be used for either biology or humanity credits)

  4. As the Class Content Evolved... the class also changed in number of students taking it as a lecture class.

  5. Small Class Size • allowed for research papers • Pick a country, given a date when population crashed, find out why. • Source of information - the library!

  6. Now the Class is Over 300 Students Research project long has since been dropped

  7. Distance Course New as of Fall 1999 • Small class size again and likely to stay small • Allows for research projects again (Check it out at: http://plantpath.ifas.ufl.edu/distance2000)

  8. Contents I. Introduction (6 lessons) II. Chemical Evolution (8 lessons) III. Structural Evolution (11 lessons) IV. Cultural Evolution (11 lessons)

  9. I. Timeline and

  10. Four Biological Principles 1. Change is Inevitable. What happened to the dinosaurs? 2. DNA and Natural Selection are Universal What happened to the Mammoths? 3. Life is a Competition for Limited Resources What happened to Easter Island and the Maya? 4. All Life is Interdependent What about us?

  11. II. Chemical Evolution(15 bya- 1.5 bya) Big Bang to Protists • Atoms and Molecules (Lipids, carbohydrates, proteins, and nucleotides • The Formation of the Earth • Evolution of Prokaryotes and Metabolism (ENERGY!) • Eukaryotes, Disease, and Sex

  12. III. Structural Evolution(1 bya- 10,000 BC) Evolution of: • Multicellularity • Fungi and Soil • Plants • Animals • Genus Homo From the hunted to the hunter

  13. IV. Cultural Evolution(10,000 BC - Present) • The Ups and Downs of Human Populations and their Civilizations since the Domestication of Plants and Animals • From Sumer to the 21st Century

  14. Project Assignments Students are to pick and complete two of 3 projects. (Graduate students must do all three.) 1. Subject from Section II they want to know more about i.e. calcium, Thalidomide, salt-loving Archea, red tide organisms…. 2. Subject from Section III they want to know more about i.e. Cambrian fossils, hearts, lungs, algae, toadstools, frogs, lizards, bats…. 3. Several Choices: • Take a virtual field trip • Pick a country etc. • Develop a lesson plan • Look at your place of work and its resource use

  15. Their Instructions are to... “Do a library and/or an online search to find information about the subject you have chosen that goes beyond that in the text and web pages.” (Text, Patterns in Time. and web pages both by Carlye Baker)

  16. Problems A. How can my students access library sources when they are away from the University setting (books and refereed journals etc.) ? B. How to help the students evaluate the information on web sites?

  17. Solution? • Then I got an e-mail from Alice Primack of the University of Florida Libraries about possibilities of adding information about library resources to online courses. . . .

  18. part 2, by Alice PrimackLibrary Resources for Distance Learners My attempt to address these concerns led me to develop a library web page to be used as part of Dr. Baker’s course (you’ll see it in two parts).

  19. George A. Smathers Libraries UF Libraries WELCOME TO THEUNIVERSITY OF FLORIDA LIBRARIES!    Our resources are yours to use while enrolled in classes, and    your key to these resources is the UF Libraries' homepage    at http://www.uflib.ufl.edu. Visit and "bookmark" it today, and    come back often!    Check out our library services and policies for Distance Learning   students so that you will be able to make maximum use of these    resources.  You may learn more about library strategies and    resources in the Information Skills Mini-Course.  Page maintained by LindaHacker, UF Marston Science Library. Copyright ©  1999 University of Florida George A. Smathers LibrariesP. O. Box 117011  Gainesville, FL 32611-7011  (352) 392-2838Acceptable Use, Copyright, and Disclaimer StatementSend comments and/or questions about this site to lib-webmaster@mail.uflib.ufl.edu.Last Updated December 30,1999 

  20. http://web.uflib.ufl.edu/msl/dist_learn_agric.htmlhttp://web.uflib.ufl.edu/msl/dist_learn_engng.htmlhttp://web.uflib.ufl.edu/msl/dist_learn_agric.htmlhttp://web.uflib.ufl.edu/msl/dist_learn_engng.html -You may use the URLs to look at the library web pages I have created for classes in Agriculture and in Engineering. -Note they contain many links to further information, carefully selected and organized to fit the content of the particular course. -The components were created by various people who were experts in whatever they present, and they are selected to fit the purpose at hand. -Let’s look at some of the links. .

  21. -The first link takes students to the UF Libraries homepage, which is the key to finding and using UF library resources. -Another link offers information specifically for distance learners, about library services and policies. -And another link takes students to resources designed to help them surf the World Wide Web intelligently, including -tips for evaluating a WWW search, -use of search engines, -and lists of selected Internet sites. -Other links and information right on the page teach the students how to use the library resources. These are examples of online tutorials which provide basic information about the UF Libraries, and teach general research strategies, as well as search techniques for particular databases.

  22. -

  23. Evaluation I was of course interested in how well online tutorials work, and so awhile back I used some of the exact same post-test questions that we use to evaluate our in-person basic library instruction. I compared students who were taught in a classroom (lecture and hands-on) in an English course (ENC) taken mostly by freshmen and sophomores, with students taught through online tutorials in an Education course (EDF) taken by sophomores and juniors entering their major. Keep in mind that this is not an exact match. -I think the following chart at least tells us that for these lessons, online is not worse, and may be as good a teaching method as traditional classroom teaching.

  24. ENC1101 in-person EDF3609 online Question about finding location and call number of a particular book 89% correct 97% correct Question about where to find up-to-date articles 48% correct 60% correct Question about finding a report when you don’t know exact title or author 76% correct 97% correct Question about what to do if a catalog search retrieves no materials 68% correct 100% correct In-Person vs Online Teaching About Library

  25. What students say about using the library • Most learned to use the library on their own through trial and error and by asking specific questions. • A few had a library instruction session or used handouts about the library.

  26. Some mentioned being “book people” or enjoying browsing in the books. • Some cited online resources they like, such as ECO on FirstSearch. • Many mentioned problems with technical issues of online use, such as validating Gator-1 card and setting up to use the proxy server.

  27. Problems Using Online Library Resources • Understanding search logic • Unfamiliar software • WebLUIS tells where to go but not how to get there • “Library instruction I’ve had in the past is obsolete because now I need to know how to use the WWW.” • “I find good articles but cannot get full text online and this is frustrating.”

  28. Several weeks into the current term, I did a brief survey to get feedback from students using the distance learning pages I had created. -You saw some of their responses about using the library. I must admit that problems using online library resources which they mention are valid. -And, in contrast, on the following screens are some responses about using the WWW for information from non-library resources. They were quite enthusiastic about this! -I asked the students which way they prefer to find information: -using online library resources, -or non-library resources on the open “wild” web? -You’ll see their responses reflect our current state of affairs in libraries, in which the online library resources we can provide are very much appreciated, but the students also feel frustrated because, as one said “it is worse to see the citation and not be able to get to the article than not to know it exists.”

  29. What students say about using the web • Usually find something • Usually find what I need • Successfully find what I need • “I use the WWW all the time and find everything I need in a short time and that’s important to me.”

  30. Student Comparisons: Online Library vs WWW • Prefer library resources, but not enough available online • Prefer WWW now because of problems getting online library resources

  31. Prefer library because information is accurate, reliable, and credible • Prefer WWW because it is easier to navigate than online library resources • With library resources “you must be in the ‘right’ place, but to find something on the WWW I just ask the search engine and it finds stuff from everywhere.”

  32. So what are librarians and academic faculty to do? • How do we help students use the WWW well? • How do we make library resources easier to access and use? • How do we encourage students to evaluate and use appropriate online resources ? • How do you think we can BETTER address the issues that have been raised? Let’s talk about it in the conference session associated with this paper, or either of us would be happy to hear from you via e-mail to Dr. Baker at cabak@gnv.ifas.ufl.edu or Alice Primack at primack@mail.uflib.ufl.edu

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