Proposal for Enhancing Teacher Preparation

1. Title of Proposal: Enhancing teacher preparation through an assessment of online search engine capabilities

wooda@email.sjsu.edu

3. Name of Home Campus: San Jose State University

4. Name of Department: Department of Communication Studies

5. Abstract of Project:

Proposal author seeks funding for the summer 1999 Fellowship in Information Competence to develop training modules and documentation designed to enhance faculty teaching in the use of online search engines. These resources will be primarily geared toward individuals in teaching credential and preparation programs. The project strengthens information competencies by enabling faculty to teach students to locate and retrieve information from these resources. Moreover, this project helps faculty and student evaluate search engine findings in their ethical, legal and socio-political contexts.

6. Project Description including Goals and Objectives:

The ability to locate and retrieve information in various formats using technology constitutes a fundamental competency for today's students. Many have turned to World Wide Web (WWW)-augmented data collection as their primary search strategy. However, few students demonstrate mastery over the various forms of automated and hand-indexed search engines. Two consequences emerge: (1) students report frustration with the myriad of responses provided by an unstructured search and fail to exploit this technology or (2) students circumvent the process of determining whether their retrieved data meets the information requirements for a research question, choosing instead the first results that appear on their screens. Both responses are inadequate if we are intend to train our students to develop higher-level thinking such as analysis, evaluation, and synthesis.

This project is designed to aid in the process of teacher preparation by providing documentation and online modules that will enhance student abilities to efficiently and effectively exploit online search engines such as Yahoo, Alta Vista, Hotbot, and others. Principle goals and objectives include:

Assess the benefits and distinctions of the most commonly used search engines.
Outline the processes through which each search engine selects and displays web-sites.
Articulate the biases (both commercially and technically created) that affect the placement of online information in search engine results.
Identify and explain advanced level search strategies such as the utilization of Boolean Logic in online data collection.
Offer strategies for professors to teach students how to astutely employ multiple search engines for their classroom projects.

7. Deliverables:

This proposed project aids in the objective of teacher preparation through two specific deliverables: (1) online documentation in the form of a dedicated web-site that is organized according to the five goals outlined in section six above, and (2), online research modules that provide experimental research questions which operationalize the learning components provided in the documentation. Both deliverables will also be maintained in Microsoft Word documents that may be downloaded from the Project Web-site.

8. Assessment Component:

The utility of this project will be assessed on two levels, student and instructor. Students will be provided an opportunity to complete online quizzes developed by the proposal author to determine their retention of principles found in the research modules described in section seven. Teachers will be invited to submit quantitative and qualitative responses via an online assessment tool under development by the proposal author (San Jose State University Institute for Teaching and Learning Grant: "Enhancing Student-Outcome Assessment through the World Wide Web").

9. Review of the literature:

Research indicates the growing significance of computer-mediated communication (CMC) as a component to our educational mission. Typically, studies focus on collaboration (Althaus, 1997; Hiltz, 1986; Shedletsky, 1993), research (Benson, 1994; Darling, 1992; Gunaratne & Lee, 1996), and empowerment (Laurillard, 1987; McComb, 1994). Witmer (1998) contributes to this dialogue by proposing technical and metaphoric issues that emerge in the teaching of CMC while offering an overview of pedagogical research into information competencies required by students and instructors of this medium.

What remains to be found is a comprehensive analysis of how those competencies may be enhanced through exploration of online search engines. Adams and Wood (1996) provide an introductory overview of these tools, but this work is placed within a larger context of a separate argument about the "digital divide" within collegiate debate teams. Generally, the more comprehensive and contemporary discussions of search engines are found online (Kansas, 1999; UC Berkeley; Hamline, 1999). These pages, while useful, fail to meet the needs outlined in this proposal for two reasons. First, the CSU system cannot assume that these resources will continue to be maintained by their various authors. Second, CSU faculty need access to a resource that can be customized to meet their specific needs through collaboration with a relatively local colleague.

A review of previous projects sponsored by the Information Competence Work Group suggests that this proposal will extend from previous efforts to help teachers enhance student skills in gathering and evaluating information. Swanson (1998) provides an outstanding overview of electronic databases such as Readers Guide Abstracts and Britannica Online. Ivers, Pitt, and Rosenberg (1998) developed a project to enhance faculty knowledge of online databases, document delivery services, full-text sources, and WWW sites, particularly those that address the education field. Venable, Vik, and Perkins (1998) developed a project designed to aid students in evaluating business information sources. This project extends upon these efforts by focusing more comprehensively on search engines that are most frequently used by students. This project draws inspiration from previous work while offering a more broad-based set of documentation and modules that may be used by disciplines and departments throughout the CSU system.

References

Adams, T., & Wood, A. (1996). The 'unfair burden' presented by database access deficiency: The emerging role of LEXIS/NEXIS and the internet in forensics research. The Forensic, 81, 21-35.

Althaus, S.L. (1997). Computer-mediated communication in the university classroom: An experiment with on-line discussions. Communication Education, 46, 158-174.

Bedner, C., Cox, S., & Housewright, E. (1998). Teaching the teacher: Faculty development in information competence. CSU Commission on Learning Resources and Instructional Technology. Available online: http://www.library.fullerton.edu/ipinfocomp.html

Benson, T. (1994). Electronic-network resources for communication scholars. Communication Education, 43, 120-128.

Darling, A.L. (1992). Instructional communication research: A master syllabus for a graduate seminar. Communication Education, 41, 204-214.

Gunaratne, S.A., & Lee, B.S. (1996). Integration of internet resources into curriculum and instruction. Journalism & Mass Communication Educator, 51(2) ,25-35.

Hamline University Library. (1999). Understanding and comparing search tools. Available: http://web.hamline.edu/Administration/Libraries/search/comparisons.html

Hiltz, S. (1986). The "virtual classroom": Using computer-mediated communication in university teaching. Journal of Communication, 36(2), 95-104.

Kansas City Public Library. (1999). Introduction to Search Engines. Available online: http://www.kcpl.lib.mo.us/search/srchengines.htm

Laurillard, D. (1987). Computers and the emancipation of students: Giving control to the learner. Instructional Science, 16, 3-18.

McComb, M. (1994). Benefits of computer-mediated communication in college courses. Communication Education, 43, 159-170.

Shedletsky, L. (1993). Minding computer-mediated communication: CMC as experimental learning. Educational Technology, 33(12), 5-10.

Swanson, J. (1998). Use the Technological Tools For Accessing Information. CSU Commission on Learning Resources and Instructional Technology. Available online: http://www.lib.calpoly.edu/infocomp/modules/04_use/

UC Berkeley Library. (1999). Meta-Search Engines. Available online: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/MetaSearch.html

Venable, C., Vik, G., & Perkins, M.J. (1998). Information competence for accounting majors: A web-based tutorial on accessing and assessing business information. CSU Commission on Learning Resources and Instructional Technology. Available online: http://libweb.sdsu.edu/infocomp/accounting/

Witmer, D.F. (1998). Introduction to computer-mediated communication: A master syllabus for teaching communication technology. Communication Education, 47, 162-173.

10. Demonstration of how information competencies are built into project:

The rationale for this project is embedded within core competencies advocated by the Commission on Learning Resources and Instructional Technology. The project's analysis of search engines empowers faculty to help students formulate search strategies using an enhanced variety of resources. The project's comparison of these resources and identification of advanced level search strategies such as Boolean Logic aids faculty members in their efforts to help students locate and retrieve relevant information using technological tools. The project's articulation of the biases that affect the placement of online information enables faculty members to help students understand the ethical, legal and socio-political issues surrounding information.

11. Project Time Line:

July 1999 Proposal Author will participate in CLRIT faculty development seminar.
August 1999 Consultation with library personnel on concerns and suggestions about the use of online search engines. Develop draft modules and documentation.
September 1999 Interim report and focus group discussions about project deliverables. Implement modules in workshops with teacher certification programs on three campuses (coordinating with Dr. Judith Barnes).
October 1999 Evaluate and revise modules and documentation based upon feedback from field tests.
November 1999 Revisit library personnel for comments and suggestions regarding deliverables.
December 1999 Present full report and deliverables to the Information Competence Work Group.

12. Project Category: 2. Teacher Preparation

13. Department Chair: Dr. Dennis Jaehne