OU Libraries Faculty Scholarship

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https://hdl.handle.net/10323/2152

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Browsing OU Libraries Faculty Scholarship by Author "Hristova, Mariela"

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    Beyond the Web Tutorial: Development and Implementation of an Online, Self-Directed Academic Integrity Course at Oakland University
    (Elsevier, 2012-09) Greer, Katie; Swanberg, Stephanie M.; Hristova, Mariela; Switzer, Anne; Daniel, Dominique; Perdue, Sherry Wynn
    Intentional and unintentional plagiarism cases occur frequently and present unique pedagogical challenges for librarians, who often are deemed responsible for ensuring that undergraduates gain a solid understanding of academic integrity issues via information literacy instruction. This article describes the process by which faculty from the Oakland University Libraries and the Oakland University Writing Center developed an online, self-directed academic integrity course aimed at reducing plagiarism on campus. Prior to this course, the library offered a substantially shorter web-based plagiarism tutorial, which was used in course instruction and the Cite Right Program, the writing center's intervention for academic dishonesty. A recent assessment of this tool revealed that it no longer addressed the needs of the campus community. To address its gaps, the library and the writing center collaborated on more substantial content, which is detailed herein.
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    Business information literacy teaching at different academic levels: An exploration of skills and implications for instructional design
    (Journal of Information Literacy, 2012) Hristova, Mariela; Miree, Cynthia E.
    This study investigates the difference among students' discipline-specific information literacy (IL) skills by studying first-year and final-year undergraduate business students. An online IL tutorial was designed and delivered to both student groups with a two-fold goal. First, the researchers wanted to compare students' IL skills to test the faculty's assumptions that business students who are about to graduate have already acquired the requisite IL despite the lack of mandatory business-specific IL sessions. The findings suggest that first-year and final-year business students are not significantly different in their performance and that both groups received a significant positive impact as a result of taking the same IL tutorial online. Second, the study analyses how well the online IL tutorial, with its focus on combining instructional videos with active learning exercises, performs in delivering content related to different elements of IL, as defined by the Association of College and Research Libraries (ACRL 2010). The findings indicate that the online IL tutorial is more effective for some skills than for others, suggesting that it will be beneficial to explore different instructional designs in collaboration with the departmental faculty to improve the current IL tutorial in these areas. This study adds to research on the effectiveness of online tutorials and raises questions related to their design. The findings can inform librarians' decisions on how to design online learning targeting students from different academic levels.
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    STEM Chalk Talks (Reference Group Meetings Fall 2017)
    (2017) Thielen, Joanna; Hristova, Mariela
    These presentations were given during the Fall 2017 Reference Group meetings. The accompanying article is under review in Science & Technology Libraries.
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    To search or to browse: How users navigate a new interface for online library tutorials
    (2016-07) Nichols Hess, Amanda; Hristova, Mariela
    As academic libraries create online learning objects, it is important to consider whether such resources actually reach and answer the questions of intended users. This study considers three points of inquiry for one academic library: how its users make their way to the library’s tutorials; user preference for searching or browsing for resources, when given both modes of access; and, the kinds of online learning objects or tutorials users are seeking. A close examination of web analytics and users’ search terms within the tutorials interface helped to illustrate patterns of access and highlighted users’ needs for tutorials and online learning objects.