Amazing Research Race online

How to get started with your own Amazing Research Race, link to document includes instructions, FAQ and a question bank.

Run an Amazing Research Race online, using google forms or a survey/quiz in Canvas (any LMS would work).

Run a Race in person, here is a student handout example

Bibliography on some of the topics covered here.

quizzing software late 2017

subject to revisions:

kahoot! = best use of game based pedagogical design that I know of, and it’s free

polleverywhere = free for up to 40 players, so it won’t work for large classes unless you have teams. Just added screen names as an option

plickers = really nice interface for the questions. With printing out and distributing the answer cards and getting an app up an running on your phone, this one may takes a little more set up to get started. I haven’t used it yet, but hope to do so soon.

quizizz = this one could be better, but it has frustrating limitations with the answer options at this time

LibWizard = not free and generally only for libraries using Springshare software, it that’s you, this could

ones embedded in your LMA (we have Canvas, and I know Blackboard and Moodle have options)

padlet = creates a board for students/users to write on

Google forms can be used a quizzing tool, but slightly different.

Remember that varying your questions will help with quizzing fatigue!

Cite a clinical trial in APA format

  • from APA:  Do use the full URL of the work though to make things easier for retrieval.

VA Office of Research and Development. (2016). Cooperative Studies Program #563 – Prazosin and combat trauma PTSD (PACT) (Clinicaltrials.gov Identifier NCT00532493). Retrieved fromhttps://clinicaltrials.gov/ct2/show/NCT00532493

 

  • …[T]he most important thing to keep in mind when citing a work is this: Can the reader use your citation to find the source material?

She also said that APA is a modular citation style, so it’s possible to cobble together a citation for anything as long as the basic elements are there; those elements being:

Author(s). (Year). Title. Source.

With this in mind, I think the first example you linked to is the one I would tweak to my own satisfaction:

Patient Centered Cloud-based Electronic System: Ambient Warning and Response Evaluation (ProCCESs AWARE). (2014). Retrieved from http://clinicaltrials.gov/ct2 (Identification No. NCT02039297)

It sort of follows my old prof’s rule-of-thumb; what’s missing are the names of the authors. (And the URL is no longer correct, but that’s the Internet for you.)  😉

Looking at the Clinical Trials website, here’s what I’d write:

Pickering, B. W. (2014). Patient Centered Cloud-based Electronic System: Ambient Warning and Response Evaluation (ProCCESs AWARE). Identification No. NCT02039297. Retrieved fromhttps://clinicaltrials.gov/ct2/show/NCT02039297

  • To be honest, I’ve only seen trials cited in-text but not in the reference list, like the following example. (Of course, if it’s a published trial then the article reference is in fact in the reference list.)
From “Sepsis and Acute Kidney Injury” http://jasn.asnjournals.org/content/22/6/999.long
“These and other findings have led to ongoing clinical trials that are examining the beneficial effects of carbon monoxide in AKI in the setting of delayed graft function in kidney transplantation (clinicaltrials.gov, NCT 00531856) and bilirubin in endotoxemia (clinicaltrials.gov, NCT 00916448).”
  • I’ve also seen clinical trial data referenced as unpublished raw data like in this example, but I think the two examples you shared are the best format to follow.
Bentler, R., Palmer, C., & Dittberner, A. (2003). [Clinical trial of the Siemens Triano hearing aid]. Unpublished raw data.
Source:
Bentler, R., Tubbs, J., Egge, J., Flamme, G., & Dittberner, A. (2004). Evaluation of an adaptive directional system in a DSP hearing aid. American Journal of Audiology, 13(1), 73-79.

will be helpful to some extent, but I find that Purdue’s OWL site is magically simple to interpret.https://owl.english.purdue.edu/owl/resource/560/05/

Use the basic format of any online reference in APA format

Author, A. A., & Author, B. B. (Date of publication). Title of article.Title of Journal, volume number, page range. Retrieved from http://www.someaddress.com/full/url/

And this example of an Internet report: Internet Report Posted Online

Montreal Region Task Force On Crime, Interim Report Number Two. (2006, November).Statistics and trends in      crime. Retrieved February 12, 2007, from http://montrealislandcrime.qc.ca

So my approach to this example from your WHO page would be….

ClinicalTrials.gov. National Library of Medicine (U.S.). (2000, February 29 – ). Sleep disorders and gastroesophageal reflux disease (GERD). Identifier NCT00287391. Retrieved February 22, 2007 from: http://clinicaltrials.gov/ct/show/NCT00287391?order=1

The key to any use of a style manual is consistency. If you can massage your reference to fit the general format of a basic reference, it will be accepted as correct.

Displaying Your Findings: A Practical Guide for Creating Figures, Posters, and Presentations (ISBN: 1433807076X)

It’s probably wrong of me that I really enjoy these kinds of questions. Even when I get the details messed up. I love the illusion of perfection and order.

Why active learning? Part 2

Another plea and example for how to teach without lecture from David Pangelley, a mathematician. I particularly like:

“Countless times as a lecturer, students had tellingly told me “I understand perfectly when you lecture, but then I can’t do problems at home.” I slowly realized that while a lecture may feel extremely comfortable to teacher and student alike, and sometimes be inspirational, it accomplishes precious little to help students successfully do mathematics themselves.”

and

“While the traditional lecture paradigm could be called “I-You” for “I lecture, then you do homework after class,” what I describe can be labeled “You-You-We-You” for “You read and write, you prepare warm-up problems to bring to class, we master these together in class, and you do final homework after class.””

http://www.ams.org/publications/journals/notices/201708/rnoti-p903.pdf

Biology animations

Cells Alive (http://www.cellsalive.com/) and virtual cell animations (http://vcell.ndsu.nodak.edu/animations/).

http://www.hhmi.org/biointeractive

CSHL DNA Learning Center Animation Library: https://www.dnalc.org/resources/3d/

This isn’t an “animation” but it’s worth watching (at least once). My friend at UC Berkeley watched this in one of her undergraduate classes…

Protein synthesis: an epic on the cellular level – 1971. Stanford. Narrated by Paul Berg, 1980 Nobel prize for Chemistry.

https://youtu.be/u9dhO0iCLww, The action starts at 3:10

Organismal Bio animations from Howard Hughes Medical Institute (Cell Bio and Genetics animations also available – see Topics menu)

https://www.hhmi.org/biointeractive/search?sort_by=created&redirect=1&&field_biointeractive_topics%5B0%5D=26663&field_biointeractive_types%5B1%5D=26710

 

GeneEd from NLM (Choose topic to see animations)

https://geneed.nlm.nih.gov/index.php

 

Virtual Cell Animation Collection from the Molec and Cell Bio Learning Center (North Dakota State Univ)

http://vcell.ndsu.nodak.edu/animations/

 

DNA Learning Center from CSHL

https://www.dnalc.org/resources/3d/

 

General and Molecular Bio animations from Sumanas, Inc.

http://www.sumanasinc.com/webcontent/animations/biology.html

http://www.sumanasinc.com/webcontent/animations/molecularbiology.html

 

Higher Ed animations from Concord Consortium (narrow to Bio in left-hand column)

https://concord.org/stem-resources/grade-level/higher-education

2 exercises for teaching students how to read scientific papers

Below is a link to a poster from STS’s awesome poster session at the 2017 ALA Annual  conference with some interesting ideas about how to show students how to read primary research articles. Thanks to Rachel Hamelers of Muhlenberg College for sharing this great activity.

  1. Letting students know that they will have to come up with a reading practice – how they were doing to develop their own system for reading papers.
  2. Set up for two activities: Knowing where the information is located in an article is the first step to reading primary literature.
  3. Activity one: Have students bring in a printed out copy of the first week’s reading. Work with a partner and use whiteboards to fill in what information is in each section of a review article (abstract, intro, method, results and discussion).
  4. Activity two: Students were then given a new article and asked to find the answers to the following questions in a short amount of time: what was the question? [Find the question the researchers were trying to answer and where it is in the paper]; What did they do? [Summarize the methods the authors used]; What did they find? [Summarize the results]; How will you make this article useable to yourself in a week, month or year? [Students encouraged to come up with a framework that will work for them…]; How do you interpret the figures? [Work in smaller groups on these and then share as a class.]

 

All of the posters are here: http://acrl.libguides.com/c.php?g=687051&p=4984254

Rachel’s poster is here: https://drive.google.com/file/d/0B2hPNiaf_zmwcF91MC1nRVFheEE/view

What do you call LibGuides?

from an ILI thread:

  1. from CBS:

“I’ve been doing usability tests of library sites since 1998 and one constant is that patrons don’t *have* vocabulary for some of our stuff.  It’s like if someone popped the hood of my car, pointed to some part of the engine, and asked me what I’d call it.  Doohickey?  Roundish thing sort of adjacent to the battery?

Even back in 1998, we had lists of resources, which we called Research Guides.  In usability tests, a few students who had had numerous instruction sessions which included these items called them “Research Guides.”  Some students called them, “that page the librarian showed me that one time.”  When asked to give it a name, or what you’d call it if you were describing it to a friend? Blank stares, consistently.

Every usability study I’ve done since (including one my co-workers did before our Website redesign last year) have  the same results, at least with undergraduates.

This 2012 article from portal is really interesting, especially about the differences in perspectives of graduate students, undergrads, and librarians.  Sinkinson, C. & Alexander, S. & Hicks, A. & Kahn, M. (2012). Guiding Design: Exposing Librarian and Student Mental Models of Research Guides. portal: Libraries and the Academy 12(1), 63-84. The Johns Hopkins University Press. Retrieved July 28, 2017, from Project MUSE database.”

2. “We call our guides research guides or subject guides and we describe them as “condensed versions of the website.””

3. “You make a great point about usability in general: when students are faced with a long list of links, they are a) less likely to select the best resource(s) for their information need(s) and b) less likely to make any selection.  In general, library websites require students to make far too many choices.  We simplified our library website two years ago, and the increase in usage was dramatic.

With respect to LibGuides, I was similarly under the impression that “Research Guides” was a very clear label.  And then we did some usability testing 🙂  The majority of students in our usability study had difficulty determining what type of resource they might find under the research guides link.  (Task achievement was poor.)

This semester, we’ll be asking students what they think we should call our research guides.  For now, we’re calling our research guides “Research Starters & Tips,” although I’m tempted to change that to “Research Tip Sheets” before the fall semester begins.”

4. “I explain LibGuides as simply a “guide” or a “research starting point”. I think many students may not fully understand what “guides” are.
I recommend this article on the analysis of web site vocabulary (comparing students vs. librarians’ preferences)
Polger, M. A. (2011). Student preferences in library website vocabulary. Library Philosophy and Practice, 1-16.”

 

The Mathlete program chapter is published!

I am thrilled to announce that the chapter that I wrote with former math library student employee, Gen Schaack, about the Math Library student (AKA the Mathlete) program has been published. The book was edited by an impressive team at UNLV and showcases the rich educational opportunities that we provide here at the UO Libraries. I’ll post/deposit a .pdf of the chapter when it is available.

Because we ARE awesome

I asked medical librarians to share examples of being thanked in articles and I got such a wonderful reply. Links to many of the articles are on this NCBI list [because you all are amazing, it’s a long list!]:

https://www.ncbi.nlm.nih.gov/sites/myncbi/1FcF9td1R2h/collections/52786103/public/

Some of the other replies I got are here. Do feel free to contact me if you’d like more details, I will save the sources from the emails I got:

-Rich, M, & Lavallee, K. The Mediatrician’s advice for today’s media mentors. In: Donohue, C. Family engagement in the digital age: Early childhood educators as media mentors. New York, NY: Routledge; 2017.
–“We gratefully acknowledge the input of Jill R. Kavanaugh, MLIS, who constructed and performed the literature search and provided suggestions throughout the process of developing this chapter.”
-Rubenzahl, R, Lavallee, K & Rich, M. Using technology and media in early childhood settings. In: Lesaux N & Jones S. The Leading Edge of Early Childhood Education:
Linking Science to Policy for a New Generation. Cambridge, MA: Harvard Education Press; 2016.
–“We gratefully acknowledge the input of Jill R. Kavanaugh, MLIS, who constructed and performed the literature search and provided suggestions throughout the process of developing this chapter.”
-Bickham, DS, Hswen, Y, & Rich, M. (2015). Media use and depression: exposure, household rules, and symptoms among young adolescents in the USA. International journal of public health, 60(2), 147-155.
–“The authors would like to thank Jill Kavanaugh, MLIS and Lauren Rubenzahl, EdM for their assistance with this article.”
“We would like to express our appreciation to the Medial Librarian at Phoenix Children’s Hospital, Kathy Zeblisky, for her help in identifying and gathering the updated research in this edition.  Despite the ease of Internet searching, professional librarians are still essential to ensure a thorough search and full access to resources”.

“Wong, K.C. (2016). Correlation between serum lactate dehydrogenase (LDH) and seizure – an observation in clinical cases. International Journal of Advances in Science, Engineering and Technology, 4(1, Spl. Iss-2), 99-103.

“I would like to thank Frances Guinness, Librarian at Bathurst & Orange Health Service Libraries at New South Wales, Australia, for her assistance in obtaining some relevant published articles cited in the references”
And the Library in this one:
Drabsch, T. (2015), Rural collaborative guideline implementation: Evaluation of a hub and spoke multidisciplinary team model of care for orthogeriatric inpatients – A before and after study of adherence to clinical practice guidelines. Aust J Rural Health, 23: 80–86. doi:10.1111/ajr.12139
“…and the Orange Health Service library staff who so efficiently helped the author access literature.” “

SLP Day of Teaching Workshops 2017

The SLP Day of Teaching Workshops ( http://scilit.uoregon.edu )

It was one of the most useful days of instruction about instruction I have had in a very long while. I am so grateful for the organizers and presenters for putting on this excellent program:

https://storify.com/annielibrarian/slp-day-of-teaching