Dave Pattern (Huddersfield)

Dave talked about the Gartner hype cycle – http://en.wikipedia.org/wiki/Hype_cycle which gives peaks and troughs of user experiences with new technology.  At the start – when Summon was announced at midwinter ALA, everyone experienced the “peak of inflated expectations”.

After that comes the trough of disillusionment, slope of enlightenment, plateau of productivity – where are you with your Summon implementation? Whatever stage you are at, the way Summon works starts to make sense after a while.

Dave mentioning this blog – (linking to it is too meta – it’s just here)

Lots of interest in today – we’re going to aim to have a blog post from each presenter – and even have a blog post from all participants. It would be great to capture as much content as we can.

Some stats go down when you implement. CINAHL not bad, but experience is showing that Business Source Premier has gone down.

Huddersfield have their own reading list software that they’ve plugged into Summon as much as possible. There’s potential to plug that into Aspire.

Now talking about the “Path of Least” resistance – principle of least effort. Students don’t use Google and wiki because they are lazy – they use it because these tools are  easy.

 Students should not have to become mini-librarians to use the library

quotes from @carolgauld – “Library search tools. Could we make them harder to use?

Research has shown that there is a strong significant relationship between average hours in the library and final grade. (Live blogging is hard!)

Let’s give our students more time to do stuff – like maybe evaluate what they find.

Last 2 or 3 months Huddersfield have “hacked” summon – and looked at things like how many search terms are used, what refining options are used, what number result do they actually click on?

86.8% of clicks are from the first page of results. Big drop off on page 2.

28.1% of searched used at least 1 facet. Content type most used. publication date = 8.4%

Average number of keyword is 4.6

Searches containing boolean – 2.57% in total. AND used most (2.46%)

(data based on 78,274 searches).


Jean McGuiness (Abertay Dundee)

Abertay have had Summon for 18 months and went for a soft launch, gradually enabling resources in the knowledge base.

Decided to show all undergrad students Summon and postgrads were shown Summon and subject databases.

Summon was introduced at a time when Aberay were already redesigning the way they did inductions and tutorial sessions — e.g. reducing session length from 2 hours to 1 hour or 30 mins.

Showing Summon has freed up time to talk about other things, such as the information landscape the students need to be aware of (e.g. law students need to find cases and legislation).

Librarians are perfectionists, so we need to constantly ask ourselves “do students really need to know that now?” and we need to not be scared of making mistakes — mistakes are learning opportunities.

Before Summon, Abertay had WebFeat (federated search) and some people miss the discipline scoped searches (esp. academic staff).

The Summon search box is front & centre in the various subject guides, as well as in the library resources page in the VLE.

Shock in the room! One of the academics said they wanted a link to Google Scholar rather than to Summon 😀

Jean Portman (Surrey)

Jean is talking about the Summon experience at Surrey.

Introducing Summon

Introduced in June 2011 with a soft launch to academics and postgrads.

Allowed time to prepare teaching materials for 2011/12 academic year.

Fully launched in Sep/Oct 2011, along with lots of other changes in the library (new building, etc). Beacuse there were to many changes, the promotion of Summon was sometimes lost in the hoise.

How has it changed our teaching?

We’ve tried to wean students off Google and Google Scholar — Summon is introduced as “our Google”.

Summon is promoted as the first place to go to find articles.

For new undergrads and some second year students, it’s used as the primary search tool (which alarmed some academics!). For all other levels, we stress that Summon does not replace databases for in-depth searching.

Good Things
– positive feedback
– much easier to find a lot of journal articles
– library like it (but not as much as students do!)

Bad Things
– issues with linking to EBSCO and Wiley content
– not everything indexed on Summon
– articles in Nexis don’t link
– de-duping sometimes not good
– slight differences between Harvard refencing and “Cite them right”

Alison Sharman (Huddersfield)

“Give me 10 minutes!!!”

In the days of MetaLib
– long inductions
– confusing
– lots of yawns from students

After introducing Summon
– inductions got shorter
– just on place to go to search for journal articles

Alison shows a quote from a student saying that he would never use MetaLib for journal articles (too hard) and that changed completely once he tried Summon.

Another quote: “Summon is like Compare the Market.com!”

Alison’s now talking about the Roving Librarian project where librarians take a iPad/tablet out into the academic schools, cafes, etc and do live demos and offer research help to students.

Alison says that all she needs is 10 minutes to show students how to use Summon, which allows her to get to do more demos to students during teaching sessions.

In the 10 mins:
– live demo and she’d make mistakes
– get a volunteer to come up and do a search
– emphasise keywords
– refining by date, scholarly articles and ebooks

Some final points
– Alison has created some short screencasts (which are embedded into the VLE)
– some business databases aren’t in Summon, so need to be taught separately
– problems with EBSCO linking, esp. Business Source Premier
– decreased usage for resources not within Summon

Bryony Ramsden (Huddersfield)

Bryony is up next and talking about issues with teaching Human & Health students at Huddersfield.

Wide mixture of abilities when it comes to IT and e-resources.

Before Summon, Huddersfield had MetaLib. Health students had to search individual databases and MetaLib didn’t make it very easy for them.

Even with Summon, Health students still need to be taught how to use different native interfaces (e.g. CINALH, Cochrane, etc). However, Summon teaches students transferrable skills for those databases.

– Health students take to Summon like ducks to water!

– Some academics take it upon themselves to try and teach Info Lit to students and try to steer students to native interfaces rather than to Summon.
– Some Health students are obsessed about getting as few results as possible and don’t understand why Summon brings back too many results.

Andrew Walsh (Huddersfield)

Andrew is starting off with videos of kittens (lots of “ahhs” in the room!)

Before Summon, the Info Lit sessions would be like…
– we’re going to turn you into little librarians
– “using Google with turn you blind and you’re get hairy palms!”
– research is HARD and it’s meant to be HARD!
– let me show you lots of HARD TO USE databases and here’s a massive A to Z list!

After Summon…
– we can concentrate on Info Lit
– we’ve got time to show students silly videos to keep them awake 😀
– demoing Summon only takes a few minutes and frees up time to talk about evaluation
– Andrew encourages students to play with Summon rather than showing them how to use it
– students find it obvious how to use Summon and, at the end of the session, the students will tell him how to refine searches!

Matt Borg (Sheffield Hallam)

The Road to Information Literacy!

Matt’s talking about a paper he’s going to give at IFLA with Angie.

Historically, Info Lit sessions:
– varied by discipline
– very reactive
– focus on “this is what you need to click on”

Focus was too much on the content and not the process of discovery.

Sheffield wanted to move away from interfaces that only librarians knew how to search, to ones that are intuitive to students.

Libraries need to move away from clutter.

Librarians should be the facilitators of learning.

Summon reduced friction and makes the journey easy for the students.

– feedback from librarians was initially worrying as they were using Summon as expert searchers
– instead, the focus needs to be on the student experience — they’re not expert searches
– once staff treated Summon as non-expert searchers, things clicked into place