ACRL-DOLS Poster Presentation_2022

USING GOOGLE DOCS TO ENGAGE STUDENTS ONLINE

Poster by Amber Wilson & Heather Reinold University of Central Arkansas Torreyson Library

START

BACKGROUND

ASSIGNMENT

CHALLENGES

index

WHITEBOARD

SOLUTIONS

BREAKOUTS

GOOGLE DOCS

SEARCHES

BEST PRACTICES

THE TEAM

THANKS

BACKGROUND

Often we see students struggle to brainstorm keywords and craft efficient search strategies. While subject terms can help immensely with creating a fine-tuned search, they are often a difficult concept for students to grasp and they struggle to understand them at the beginning of the research process.

The Education and Outreach Team at the University of Central Arkansas' Torreyson Library sought a way to keep students engaged in the process of database searching, while working together to build shared knowledge in the online synchronous classroom.

THE ASSIGNMENT

Students were assigned to write an argument synthesis paper in which they tried to persuade an audience to agree with their viewpoint by using and developing support through evidence and reasons for their claim. Students chose a topic (Rumor, Work, Happiness), narrowed their interest to a subtopic, and then focused on specific issues within the subtopic for their persuasive essay.

CHALLENGES

• Student Engagement in a virtual environment
• Keywords & subject terms
• Poor search construction

Often we see students struggle to brainstorm keywords and craft efficient search strategies. While subject terms can help immensely with creating a fine-tuned search, they are often a difficult concept for students to grasp and they struggle to understand them at the beginning of the research process.

A VIRTUAL WHITEBOARD

In the past, our first-year students used whiteboards in the instruction lab to brainstorm terms. However, due to the constraints of COVID-19, we needed a way to perform this collaborative activity in a virtual environment, as well as engage students.

THE SOLUTION

ZOOM & Google Docs

BREAKOUT ROOMS

In 2020, the University of Central Arkansas contracted Zoom for virtual conferencing. After looking into the options for Zoom, the Breakout Rooms were determined to be a great resource. Students were put into breakout rooms based on similar topics and provided the link to a shared Google Doc. Not only did students use the breakout room to collaborate in as close to a face-to-face environment as possible during the pandemic, but they were also able to view the document simultaneously as they searched.

GOOGLE DOCS

While in the Breakout Rooms, students shared a Google Doc on their screen. The Google Doc was divided into three sections with the headings: initial keywords, subject terms, and discovered terms. As students performed preliminary database searches, they recorded initial keywords they used in the top section for their classmates to see. As students continued to look through results, they began to include subject terms in the list.

DATABASE SEARCHING

Students examined several item records to document subject terms that applied to their topic. Additionally, students included discoverd terms, sometimes found in the abstract, that resonated with the specifics of their topic. After locating various terms, students then practiced search processes (Boolean operators, truncation, limiters) to find better results.

Best practices

GOOGLE DOCS

DISCUSSION

BREAKOUTS

• Provide an overview of how to search the databases (Boolean Operators, Truncation, quotation marks, limiters, etc.)
• Provide a brief overview of different types of sources and their pros/cons
• Request list of students' thesis/question and prepare subject terms to assist students in their search process

• Prepare Google Doc for each topic before class begins
• Make sure Google Doc is set to those with link can edit - each group will get it's own Google Doc based on topic
• Use Bitly to create a short link for students to type or for you to post in Zoom's Chat Feature

• Watch Zoom and Breakout Room Tutorials to understand setup and steps
• Check all technology (connection, mic, camera, zoom settings, etc.) before class begins

• Request student names with same topics from professor before class to prep for breakout rooms
• Assign breakout rooms and provide assistance if/when needed

The Team

Heather Reinold

Amber Wilson

Library Technician, Torreyson Library Current MLIS Student at SJSU (2022) Certified Archivist (2021) hreinold@uca.edu 501.852.2029

Faculty Librarian, Torreyson Library MSIS, University of Texas (2008) amberc@uca.edu 501.450.3236

THANKS

Images located via Creative Commons or Genial.ly