https://casewiki.lib.byu.edu/api.php?action=feedcontributions&user=Nas27&feedformat=atomLibrary Instruction Case Wiki - User contributions [en]2024-03-28T13:03:01ZUser contributionsMediaWiki 1.39.4https://casewiki.lib.byu.edu/index.php?title=How_to_Contribute_Cases&diff=6825How to Contribute Cases2014-08-18T21:48:59Z<p>Nas27: </p>
<hr />
<div>== Brainstorming Your Case ==<br />
<br />
[https://lib.byu.edu/casewiki/images/7/70/CaseWorksheet.pdf This worksheet] can help organize your thinking as you develop your case.<br />
<br />
<br />
== Five Easy Steps for Posting Your Case ==<br />
<br />
First, one piece of advice: '''Save often!''' Nothing ruins your day like seeing a couple hours of work evaporate in a puff of internet smoke.<br />
<br />
# Log in. Send an email to [mailto:casewiki@byu.edu casewiki@byu.edu] requesting a username.<br />
# Enter the title of your case in the main search box. This results in a screen that says there is no page with that title, with a link you can click on to "create this page." Case titles should follow a TOPIC - TITLE format, for example, "International Business - Launching the Wii"<br />
# After clicking on "create this page" you will be taken to a page where you can input the text of your case. See below for more information on structure and formatting.<br />
# Click on "Save Page" and you're done. You may also want to click on the "Watch" tab at the top, which will send you email notification if your case is ever edited by someone else.<br />
# Go to the home page and click on the "Edit" tab at the top. Scroll down and insert a link to your case among the other cases, in alphabetical order. If this makes you nervous, just [mailto:casewiki@byu.edu email] us and we'll happily do it for you.<br />
<br />
Please read the [[Terms of Use and Copyright]] before contributing to the Library Instruction Case Wiki. Note that we retain full editorial authority for ourselves.<br />
<br />
<br />
== Case Structure ==<br />
<br />
Most cases should follow this basic structure, and any case on the Library Instruction Case Wiki can serve as a model:<br />
<br />
* '''Learning Outcomes:''' The elements of discipline-specific information literacy and the specific resources or skills that students should gain from the case.<br />
<br />
* '''Premise:''' The scenario or story behind the case. This is typically brief and simple, but generates interest for students because it represents problems or situations they are already familiar with or expect to encounter later in their careers or education. Interest can also be generated through humor or by linking the scenario to current events.<br />
<br />
* '''Preliminary Discussion:''' After introducing the premise, the librarian should lead a preliminary discussion in which students can identify the information needs inherent in the case. In writing your case you can make suggestions here as to how the librarian might use such a discussion to introduce various principles of information literacy, especially in guiding students to research strategies appropriate for the case. Librarians should also be reminded to communicate objectives to students, namely that determining the correct solution to the case may not be as important as exploring resources, principles, and strategies that would be useful in addressing the case.<br />
<br />
* '''Resources:''' <br />
** The body of the case should be occupied by a cycle of exercises where the librarian introduces a resource that meets an information need expressed in the preliminary discussion and introduces additional concepts of information literacy related to it.<br />
** The librarian challenges the students to experiment with the resource for several minutes, with a specific objective, such as identifying data that would assist in deciding the case scenario. <br />
** A small number of students should share what they have found with the rest of the group and explain their reasoning. <br />
<br />
:This cycle can be repeated with one to three more resources. However, the temptation to introduce every relevant resource must be resisted. Librarians should use laundry lists to provide their laundry lists (i.e. handouts). Only by focusing on a small number of key resources does the librarian have enough time to both introduce concepts of information literacy and to make learning active with hands-on, purposeful exercises.<br />
<br />
:Note that certain cases may follow a different pattern. For instance, [[Building a Company List - Trucking in Texas]] focuses on comparing only two resources, thought he cyclical structure of the case is preserved through the exercises.<br />
<br />
:Note also that while you may mention specific resources as appropriate for use in the case, it is wise to mention alternatives since library holdings, subscriptions, and licenses vary. Nor should cases endorse or be interpreted as endorsing any specific resource.<br />
<br />
* '''Wrap Up:''' Include any summary principles or suggestions for librarians conducting your case. The librarians themselves should use the Wrap Up to review the strategies and principles learned during the case and point students to further resources or strategies, lest the artificial constraints of the library instruction context create in students a habit of quick or narrow research practices.<br />
<br />
* '''Submitted By:''' Enter your name, position, institution, and email address (required). You must also enter "Originally Submitted: Month, Day, Year." You may also enter other contact information and links to handouts you may have used with the case.<br />
<br />
<br />
== Formatting Tips ==<br />
<br />
The easiest way to format a case is to use the [[Case Template]]. Click on the "Edit" tab at the top. Copy the text of the template, then return to the home page, create the new page, and paste the copied template. To see how a particular bit of formatting was accomplished in an existing case you may click on its "Edit" tab--but be careful not to accidentally make changes to the existing case.<br />
<br />
Some basic tips follow, you may also refer to the MediaWiki [http://meta.wikimedia.org/wiki/Help:Contents User's Guide] for more information.<br />
<br />
'''Bold:''' Type <span style="color:#006400"><nowiki>'''Bold text'''</nowiki></span> to get '''Bold text'''<br />
<br />
'''Italics:''' Type <span style="color:#006400"><nowiki>''Italic text''</nowiki></span> to get ''Italic text''<br />
<br />
'''Bold and Italics:''' Type <span style="color:#006400"><nowiki>'''''Bold & Italic'''''</nowiki></span> to get '''''Bold & Italic'''''<br />
<br />
'''Internal Links:''' Type <span style="color:#006400"><nowiki>[[Name of Page]]</nowiki></span> to get [[Name of Page]] (e.g. <span style="color:#006400"><nowiki>[[Annotated Bibliography]]</nowiki></span> to get [[Annotated Bibliography]])<br />
<br />
'''External Links:''' [[Image:Captcha.jpg|right|Sample CAPTCHA image]]<br />
:Type <span style="color:#006400"><nowiki>[http://www.census.gov/]</nowiki></span> to get [http://www.census.gov/] <br />
:Or type <span style="color:#006400"><nowiki>[http://www.census.gov/ U. S. Census Bureau]</nowiki></span> to get [http://www.census.gov/ U. S. Census Bureau]<br />
:Or type <span style="color:#006400"><nowiki>http://www.census.gov/</nowiki></span> to get http://www.census.gov/<br />
Note that any time you add an external link you will be required to complete a CAPTCHA--enter in the letters or numbers you see in an image. This helps prevent spam. If you have difficulty with this you can click the reload button and it will present different letters or numbers. The image to the right is an example.<br />
<br />
'''Email Links:''' Type <span style="color:#006400"><nowiki>[mailto:casewiki@byu.edu casewiki@byu.edu]</nowiki></span> to get [mailto:casewiki@byu.edu casewiki@byu.edu]<br />
<br />
'''Bullets:''' Type <span style="color:#006400"><nowiki>*Bullet 1</nowiki></span> and <span style="color:#006400"><nowiki>**Bullet 2</nowiki></span> to get:<br />
* Bullet 1<br />
** Bullet 2<br />
<br />
'''Numbered Lists:''' Type <span style="color:#006400"><nowiki>#Number 1</nowiki></span> and <span style="color:#006400"><nowiki>#Number 2</nowiki></span> and <span style="color:#006400"><nowiki>##Number 2.1</nowiki></span> to get:<br />
# Number 1<br />
# number 2<br />
## Number 2.1<br />
<br />
'''Indentation:''' Type <span style="color:#006400"><nowiki>:Indent 1</nowiki></span> and <span style="color:#006400"><nowiki>::Indent 2</nowiki></span> to get:<br />
: Indent 1<br />
:: Indent 2<br />
<br />
'''Headings:''' Type <span style="color:#006400"><nowiki>==Level 1==</nowiki></span> or <span style="color:#006400"><nowiki>===Level 2===</nowiki></span> or <span style="color:#006400"><nowiki>====Level 3====</nowiki></span> or <span style="color:#006400"><nowiki>=====Level 4=====</nowiki></span> to get:<br />
==Level 1==<br />
===Level 2===<br />
====Level 3====<br />
=====Level 4=====</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Terms_of_Use_and_Copyright&diff=6824Terms of Use and Copyright2014-08-18T21:47:36Z<p>Nas27: </p>
<hr />
<div>[[Image:Somerights20.png|link=http://creativecommons.org/licenses/by-nc-sa/3.0/us/]]<br />
<br />
All contents of the Library Instruction Case Wiki are licensed under a [http://creativecommons.org/licenses/by-nc-sa/3.0/us/ Creative Commons Attribution-Noncommercial-Share Alike 3.0 License].<br />
This means the content can be shared and derivative works are allowed, under the following conditions: <br />
* Attribution must made to the Library Instruction Case Wiki, including the URL: https://lib.byu.edu/casewiki, and to original case authors when applicable;<br />
* Only noncommercial use is allowed; and<br />
* Derivative works may only be distributed under a similar license.<br />
<br />
Any participation or contribution to the Library Instruction Case Wiki indicates the user's acceptance of these terms and acknowledgment that Andy Spackman and Leticia Camacho retain full editorial authority for the site's content.<br />
Read the full terms of this license at [http://creativecommons.org/licenses/by-nc-sa/3.0/us/ Creative Commons].<br />
Email questions to [mailto:casewiki@byu.edu casewiki@byu.edu].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=About_the_Library_Instruction_Case_Wiki&diff=6823About the Library Instruction Case Wiki2014-08-18T21:47:04Z<p>Nas27: </p>
<hr />
<div>== Mission ==<br />
<br />
The purpose of the Library Instruction Case Wiki (LICW) is to promote and facilitate the application of case method teaching in library and information literacy instruction.<br />
<br />
Teaching with cases is widespread in legal, business, and medical fields, and has been shown to increase both learning and enthusiasm in students. Case teaching is a problem-based approach to active learning, concepts that are increasing prominent in the library field. (See the [[Annotated Bibliography]] for further reading.)<br />
<br />
Although case teaching is more effective, it also requires more preparation on the part of the instructor. By making cases we have developed for instruction available on this site we hope more librarians will be encouraged to experiment with the case method. We also hope to encourage discussion and research on the topic of case teaching.<br />
<br />
==[[What is Case-Based Library Instruction?]]==<br />
<br />
<br />
== How You Can Become Involved ==<br />
<br />
We encourage you to take and use the case studies available on this site in your own library instruction efforts. Feel free to adapt them to your needs and to the resources available to you, and to share them with others (see [https://lib.byu.edu/casewiki/index.php/Terms_of_Use_and_Copyright terms of use]).<br />
<br />
We also hope that you will develop your own case studies and choose to post them here so that others can benefit from your work. Learn [[How to Contribute Cases]]. Note that we retain full editorial authority for ourselves.<br />
<br />
Whether or not you contribute your own cases, we want to hear from you. [mailto:casewiki@byu.edu Email] your stories, or make comments using the discussion tab at the top of every page on this site.</div>Nas27https://casewiki.lib.byu.edu/index.php?title=How_to_Contribute_Cases&diff=6822How to Contribute Cases2014-08-18T21:46:09Z<p>Nas27: </p>
<hr />
<div>== Brainstorming Your Case ==<br />
<br />
[https://lib.byu.edu/casewiki/images/7/70/CaseWorksheet.pdf This worksheet] can help organize your thinking as you develop your case.<br />
<br />
<br />
== Five Easy Steps for Posting Your Case ==<br />
<br />
First, one piece of advice: '''Save often!''' Nothing ruins your day like seeing a couple hours of work evaporate in a puff of internet smoke.<br />
<br />
# Log in. Send an email to [mailto:casewiki@byu.edu casewiki@byu.edu] requesting a username.<br />
# Enter the title of your case in the main search box. This results in a screen that says there is no page with that title, with a link you can click on to "create this page." Case titles should follow a TOPIC - TITLE format, for example, "International Business - Launching the Wii"<br />
# After clicking on "create this page" you will be taken to a page where you can input the text of your case. See below for more information on structure and formatting.<br />
# Click on "Save Page" and you're done. You may also want to click on the "Watch" tab at the top, which will send you email notification if your case is ever edited by someone else.<br />
# Go to the home page and click on the "Edit" tab at the top. Scroll down and insert a link to your case among the other cases, in alphabetical order. If this makes you nervous, just [mailto:casewiki@byu.edu email] us and we'll happily do it for you.<br />
<br />
Please read the [[Terms of Use and Copyright]] before contributing to the Library Instruction Case Wiki. Note that we retain full editorial authority for ourselves.<br />
<br />
<br />
== Case Structure ==<br />
<br />
Most cases should follow this basic structure, and any case on the Library Instruction Case Wiki can serve as a model:<br />
<br />
* '''Learning Outcomes:''' The elements of discipline-specific information literacy and the specific resources or skills that students should gain from the case.<br />
<br />
* '''Premise:''' The scenario or story behind the case. This is typically brief and simple, but generates interest for students because it represents problems or situations they are already familiar with or expect to encounter later in their careers or education. Interest can also be generated through humor or by linking the scenario to current events.<br />
<br />
* '''Preliminary Discussion:''' After introducing the premise, the librarian should lead a preliminary discussion in which students can identify the information needs inherent in the case. In writing your case you can make suggestions here as to how the librarian might use such a discussion to introduce various principles of information literacy, especially in guiding students to research strategies appropriate for the case. Librarians should also be reminded to communicate objectives to students, namely that determining the correct solution to the case may not be as important as exploring resources, principles, and strategies that would be useful in addressing the case.<br />
<br />
* '''Resources:''' <br />
** The body of the case should be occupied by a cycle of exercises where the librarian introduces a resource that meets an information need expressed in the preliminary discussion and introduces additional concepts of information literacy related to it.<br />
** The librarian challenges the students to experiment with the resource for several minutes, with a specific objective, such as identifying data that would assist in deciding the case scenario. <br />
** A small number of students should share what they have found with the rest of the group and explain their reasoning. <br />
<br />
:This cycle can be repeated with one to three more resources. However, the temptation to introduce every relevant resource must be resisted. Librarians should use laundry lists to provide their laundry lists (i.e. handouts). Only by focusing on a small number of key resources does the librarian have enough time to both introduce concepts of information literacy and to make learning active with hands-on, purposeful exercises.<br />
<br />
:Note that certain cases may follow a different pattern. For instance, [[Building a Company List - Trucking in Texas]] focuses on comparing only two resources, thought he cyclical structure of the case is preserved through the exercises.<br />
<br />
:Note also that while you may mention specific resources as appropriate for use in the case, it is wise to mention alternatives since library holdings, subscriptions, and licenses vary. Nor should cases endorse or be interpreted as endorsing any specific resource.<br />
<br />
* '''Wrap Up:''' Include any summary principles or suggestions for librarians conducting your case. The librarians themselves should use the Wrap Up to review the strategies and principles learned during the case and point students to further resources or strategies, lest the artificial constraints of the library instruction context create in students a habit of quick or narrow research practices.<br />
<br />
* '''Submitted By:''' Enter your name, position, institution, and email address (required). You must also enter "Originally Submitted: Month, Day, Year." You may also enter other contact information and links to handouts you may have used with the case.<br />
<br />
<br />
== Formatting Tips ==<br />
<br />
The easiest way to format a case is to use the [[Case Template]]. Click on the "Edit" tab at the top. Copy the text of the template, then return to the home page, create the new page, and paste the copied template. To see how a particular bit of formatting was accomplished in an existing case you may click on its "Edit" tab--but be careful not to accidentally make changes to the existing case.<br />
<br />
Some basic tips follow, you may also refer to the MediaWiki [http://meta.wikimedia.org/wiki/Help:Contents User's Guide] for more information.<br />
<br />
'''Bold:''' Type <span style="color:#006400"><nowiki>'''Bold text'''</nowiki></span> to get '''Bold text'''<br />
<br />
'''Italics:''' Type <span style="color:#006400"><nowiki>''Italic text''</nowiki></span> to get ''Italic text''<br />
<br />
'''Bold and Italics:''' Type <span style="color:#006400"><nowiki>'''''Bold & Italic'''''</nowiki></span> to get '''''Bold & Italic'''''<br />
<br />
'''Internal Links:''' Type <span style="color:#006400"><nowiki>[[Name of Page]]</nowiki></span> to get [[Name of Page]] (e.g. <span style="color:#006400"><nowiki>[[Annotated Bibliography]]</nowiki></span> to get [[Annotated Bibliography]])<br />
<br />
'''External Links:''' [[Image:Captcha.jpg|right|Sample CAPTCHA image]]<br />
:Type <span style="color:#006400"><nowiki>[http://www.census.gov/]</nowiki></span> to get [http://www.census.gov/] <br />
:Or type <span style="color:#006400"><nowiki>[http://www.census.gov/ U. S. Census Bureau]</nowiki></span> to get [http://www.census.gov/ U. S. Census Bureau]<br />
:Or type <span style="color:#006400"><nowiki>http://www.census.gov/</nowiki></span> to get http://www.census.gov/<br />
Note that any time you add an external link you will be required to complete a CAPTCHA--enter in the letters or numbers you see in an image. This helps prevent spam. If you have difficulty with this you can click the reload button and it will present different letters or numbers. The image to the right is an example.<br />
<br />
'''Email Links:''' Type <span style="color:#006400"><nowiki>[mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu]</nowiki></span> to get [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu]<br />
<br />
'''Bullets:''' Type <span style="color:#006400"><nowiki>*Bullet 1</nowiki></span> and <span style="color:#006400"><nowiki>**Bullet 2</nowiki></span> to get:<br />
* Bullet 1<br />
** Bullet 2<br />
<br />
'''Numbered Lists:''' Type <span style="color:#006400"><nowiki>#Number 1</nowiki></span> and <span style="color:#006400"><nowiki>#Number 2</nowiki></span> and <span style="color:#006400"><nowiki>##Number 2.1</nowiki></span> to get:<br />
# Number 1<br />
# number 2<br />
## Number 2.1<br />
<br />
'''Indentation:''' Type <span style="color:#006400"><nowiki>:Indent 1</nowiki></span> and <span style="color:#006400"><nowiki>::Indent 2</nowiki></span> to get:<br />
: Indent 1<br />
:: Indent 2<br />
<br />
'''Headings:''' Type <span style="color:#006400"><nowiki>==Level 1==</nowiki></span> or <span style="color:#006400"><nowiki>===Level 2===</nowiki></span> or <span style="color:#006400"><nowiki>====Level 3====</nowiki></span> or <span style="color:#006400"><nowiki>=====Level 4=====</nowiki></span> to get:<br />
==Level 1==<br />
===Level 2===<br />
====Level 3====<br />
=====Level 4=====</div>Nas27https://casewiki.lib.byu.edu/index.php?title=How_to_Contribute_Cases&diff=6821How to Contribute Cases2014-08-18T21:45:36Z<p>Nas27: </p>
<hr />
<div>== Brainstorming Your Case ==<br />
<br />
[https://lib.byu.edu/casewiki/images/7/70/CaseWorksheet.pdf This worksheet] can help organize your thinking as you develop your case.<br />
<br />
<br />
== Five Easy Steps for Posting Your Case ==<br />
<br />
First, one piece of advice: '''Save often!''' Nothing ruins your day like seeing a couple hours of work evaporate in a puff of internet smoke.<br />
<br />
# Log in. Send an email to [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu] requesting a username.<br />
# Enter the title of your case in the main search box. This results in a screen that says there is no page with that title, with a link you can click on to "create this page." Case titles should follow a TOPIC - TITLE format, for example, "International Business - Launching the Wii"<br />
# After clicking on "create this page" you will be taken to a page where you can input the text of your case. See below for more information on structure and formatting.<br />
# Click on "Save Page" and you're done. You may also want to click on the "Watch" tab at the top, which will send you email notification if your case is ever edited by someone else.<br />
# Go to the home page and click on the "Edit" tab at the top. Scroll down and insert a link to your case among the other cases, in alphabetical order. If this makes you nervous, just [mailto:casewiki@lib.byu.edu email] us and we'll happily do it for you.<br />
<br />
Please read the [[Terms of Use and Copyright]] before contributing to the Library Instruction Case Wiki. Note that we retain full editorial authority for ourselves.<br />
<br />
<br />
== Case Structure ==<br />
<br />
Most cases should follow this basic structure, and any case on the Library Instruction Case Wiki can serve as a model:<br />
<br />
* '''Learning Outcomes:''' The elements of discipline-specific information literacy and the specific resources or skills that students should gain from the case.<br />
<br />
* '''Premise:''' The scenario or story behind the case. This is typically brief and simple, but generates interest for students because it represents problems or situations they are already familiar with or expect to encounter later in their careers or education. Interest can also be generated through humor or by linking the scenario to current events.<br />
<br />
* '''Preliminary Discussion:''' After introducing the premise, the librarian should lead a preliminary discussion in which students can identify the information needs inherent in the case. In writing your case you can make suggestions here as to how the librarian might use such a discussion to introduce various principles of information literacy, especially in guiding students to research strategies appropriate for the case. Librarians should also be reminded to communicate objectives to students, namely that determining the correct solution to the case may not be as important as exploring resources, principles, and strategies that would be useful in addressing the case.<br />
<br />
* '''Resources:''' <br />
** The body of the case should be occupied by a cycle of exercises where the librarian introduces a resource that meets an information need expressed in the preliminary discussion and introduces additional concepts of information literacy related to it.<br />
** The librarian challenges the students to experiment with the resource for several minutes, with a specific objective, such as identifying data that would assist in deciding the case scenario. <br />
** A small number of students should share what they have found with the rest of the group and explain their reasoning. <br />
<br />
:This cycle can be repeated with one to three more resources. However, the temptation to introduce every relevant resource must be resisted. Librarians should use laundry lists to provide their laundry lists (i.e. handouts). Only by focusing on a small number of key resources does the librarian have enough time to both introduce concepts of information literacy and to make learning active with hands-on, purposeful exercises.<br />
<br />
:Note that certain cases may follow a different pattern. For instance, [[Building a Company List - Trucking in Texas]] focuses on comparing only two resources, thought he cyclical structure of the case is preserved through the exercises.<br />
<br />
:Note also that while you may mention specific resources as appropriate for use in the case, it is wise to mention alternatives since library holdings, subscriptions, and licenses vary. Nor should cases endorse or be interpreted as endorsing any specific resource.<br />
<br />
* '''Wrap Up:''' Include any summary principles or suggestions for librarians conducting your case. The librarians themselves should use the Wrap Up to review the strategies and principles learned during the case and point students to further resources or strategies, lest the artificial constraints of the library instruction context create in students a habit of quick or narrow research practices.<br />
<br />
* '''Submitted By:''' Enter your name, position, institution, and email address (required). You must also enter "Originally Submitted: Month, Day, Year." You may also enter other contact information and links to handouts you may have used with the case.<br />
<br />
<br />
== Formatting Tips ==<br />
<br />
The easiest way to format a case is to use the [[Case Template]]. Click on the "Edit" tab at the top. Copy the text of the template, then return to the home page, create the new page, and paste the copied template. To see how a particular bit of formatting was accomplished in an existing case you may click on its "Edit" tab--but be careful not to accidentally make changes to the existing case.<br />
<br />
Some basic tips follow, you may also refer to the MediaWiki [http://meta.wikimedia.org/wiki/Help:Contents User's Guide] for more information.<br />
<br />
'''Bold:''' Type <span style="color:#006400"><nowiki>'''Bold text'''</nowiki></span> to get '''Bold text'''<br />
<br />
'''Italics:''' Type <span style="color:#006400"><nowiki>''Italic text''</nowiki></span> to get ''Italic text''<br />
<br />
'''Bold and Italics:''' Type <span style="color:#006400"><nowiki>'''''Bold & Italic'''''</nowiki></span> to get '''''Bold & Italic'''''<br />
<br />
'''Internal Links:''' Type <span style="color:#006400"><nowiki>[[Name of Page]]</nowiki></span> to get [[Name of Page]] (e.g. <span style="color:#006400"><nowiki>[[Annotated Bibliography]]</nowiki></span> to get [[Annotated Bibliography]])<br />
<br />
'''External Links:''' [[Image:Captcha.jpg|right|Sample CAPTCHA image]]<br />
:Type <span style="color:#006400"><nowiki>[http://www.census.gov/]</nowiki></span> to get [http://www.census.gov/] <br />
:Or type <span style="color:#006400"><nowiki>[http://www.census.gov/ U. S. Census Bureau]</nowiki></span> to get [http://www.census.gov/ U. S. Census Bureau]<br />
:Or type <span style="color:#006400"><nowiki>http://www.census.gov/</nowiki></span> to get http://www.census.gov/<br />
Note that any time you add an external link you will be required to complete a CAPTCHA--enter in the letters or numbers you see in an image. This helps prevent spam. If you have difficulty with this you can click the reload button and it will present different letters or numbers. The image to the right is an example.<br />
<br />
'''Email Links:''' Type <span style="color:#006400"><nowiki>[mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu]</nowiki></span> to get [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu]<br />
<br />
'''Bullets:''' Type <span style="color:#006400"><nowiki>*Bullet 1</nowiki></span> and <span style="color:#006400"><nowiki>**Bullet 2</nowiki></span> to get:<br />
* Bullet 1<br />
** Bullet 2<br />
<br />
'''Numbered Lists:''' Type <span style="color:#006400"><nowiki>#Number 1</nowiki></span> and <span style="color:#006400"><nowiki>#Number 2</nowiki></span> and <span style="color:#006400"><nowiki>##Number 2.1</nowiki></span> to get:<br />
# Number 1<br />
# number 2<br />
## Number 2.1<br />
<br />
'''Indentation:''' Type <span style="color:#006400"><nowiki>:Indent 1</nowiki></span> and <span style="color:#006400"><nowiki>::Indent 2</nowiki></span> to get:<br />
: Indent 1<br />
:: Indent 2<br />
<br />
'''Headings:''' Type <span style="color:#006400"><nowiki>==Level 1==</nowiki></span> or <span style="color:#006400"><nowiki>===Level 2===</nowiki></span> or <span style="color:#006400"><nowiki>====Level 3====</nowiki></span> or <span style="color:#006400"><nowiki>=====Level 4=====</nowiki></span> to get:<br />
==Level 1==<br />
===Level 2===<br />
====Level 3====<br />
=====Level 4=====</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Welcome_to_the_Library_Instruction_Case_Wiki&diff=6820Welcome to the Library Instruction Case Wiki2014-08-18T21:43:55Z<p>Nas27: </p>
<hr />
<div>We hope you find the guides and case studies collected here helpful, and we invite you to contribute by discussing your experiences on the discussion page for each case study, and by submitting case studies you have developed and used in your own instructional efforts. Contact us at [mailto:casewiki@byu.edu casewiki@byu.edu]<br />
<br />
<br />
== Case Studies ==<br />
(The print and electronic resources suggested by case authors for use in cases should be considered examples only and do not constitute an endorsement of any specific product.)<br />
<br />
=== Cases for Advanced Business Students ===<br />
* [[Building a Company List - Trucking in Texas]]<br />
* [[Company and Market Research - Big Sweety and the Chocolate Manufacturing Industry]]<br />
* [[Determining Market Size - Infant Formula]]<br />
* [[Entrepreneurial Marketing - The Comic Book Guy]]<br />
* [[Global Trade and Economics - Manufacturing Medical Instruments]]<br />
* [[International Business - Launching the Wii]]<br />
* [[International Marketing - Baby Care]]<br />
* [[Market Research - The Commuter Bar]]<br />
* [[Securities Analyst Reports - The NPO Portfolio]]<br />
<br />
=== Cases for Beginning Students in Any Discipline ===<br />
* [[Freshman Research Paper - The Courtship Rituals of College Students]]<br />
* [[Research for a Position Paper - Globalization]]<br />
<br />
<br />
== Want to submit your own case studies? ==<br />
Follow this guide to learn [[How to Contribute Cases]], and save often!<br />
<br />
<br />
== Learn More About Case-Based Instruction ==<br />
<br />
[[What is Case-Based Library Instruction?]]<br />
<br />
[[About the Library Instruction Case Wiki]]<br />
<br />
[[Annotated Bibliography]]<br />
<br />
[[Terms of Use and Copyright]]<br />
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[[Image:Somerights20.png|link=http://creativecommons.org/licenses/by-nc-sa/3.0/us/]]<br />
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__NOTOC__</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Welcome_to_the_Library_Instruction_Case_Wiki&diff=6819Welcome to the Library Instruction Case Wiki2014-08-18T21:42:46Z<p>Nas27: </p>
<hr />
<div>We hope you find the guides and case studies collected here helpful, and we invite you to contribute by discussing your experiences on the discussion page for each case study, and by submitting case studies you have developed and used in your own instructional efforts. To add content you must create a log in. You can do so [https://lib.byu.edu/casewiki/index.php?title=Special:UserLogin&type=signup here]. Or you can send an email to [mailto:casewiki@byu.edu casewiki@byu.edu]<br />
<br />
<br />
== Case Studies ==<br />
(The print and electronic resources suggested by case authors for use in cases should be considered examples only and do not constitute an endorsement of any specific product.)<br />
<br />
=== Cases for Advanced Business Students ===<br />
* [[Building a Company List - Trucking in Texas]]<br />
* [[Company and Market Research - Big Sweety and the Chocolate Manufacturing Industry]]<br />
* [[Determining Market Size - Infant Formula]]<br />
* [[Entrepreneurial Marketing - The Comic Book Guy]]<br />
* [[Global Trade and Economics - Manufacturing Medical Instruments]]<br />
* [[International Business - Launching the Wii]]<br />
* [[International Marketing - Baby Care]]<br />
* [[Market Research - The Commuter Bar]]<br />
* [[Securities Analyst Reports - The NPO Portfolio]]<br />
<br />
=== Cases for Beginning Students in Any Discipline ===<br />
* [[Freshman Research Paper - The Courtship Rituals of College Students]]<br />
* [[Research for a Position Paper - Globalization]]<br />
<br />
<br />
== Want to submit your own case studies? ==<br />
Follow this guide to learn [[How to Contribute Cases]], and save often!<br />
<br />
<br />
== Learn More About Case-Based Instruction ==<br />
<br />
[[What is Case-Based Library Instruction?]]<br />
<br />
[[About the Library Instruction Case Wiki]]<br />
<br />
[[Annotated Bibliography]]<br />
<br />
[[Terms of Use and Copyright]]<br />
<br />
[[Image:Somerights20.png|link=http://creativecommons.org/licenses/by-nc-sa/3.0/us/]]<br />
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__NOTOC__</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Welcome_to_the_Library_Instruction_Case_Wiki&diff=6818Welcome to the Library Instruction Case Wiki2014-08-18T21:41:27Z<p>Nas27: Reverted edits by Drovroth (talk) to last revision by Ryanamy</p>
<hr />
<div>We hope you find the guides and case studies collected here helpful, and we invite you to contribute by discussing your experiences on the discussion page for each case study, and by submitting case studies you have developed and used in your own instructional efforts. To add content you must create a log in. You can do so [https://lib.byu.edu/casewiki/index.php?title=Special:UserLogin&type=signup here]. Or you can send an email to [mailto:casewiki@lib.byu.edu casewiki@byu.edu]<br />
<br />
<br />
== Case Studies ==<br />
(The print and electronic resources suggested by case authors for use in cases should be considered examples only and do not constitute an endorsement of any specific product.)<br />
<br />
=== Cases for Advanced Business Students ===<br />
* [[Building a Company List - Trucking in Texas]]<br />
* [[Company and Market Research - Big Sweety and the Chocolate Manufacturing Industry]]<br />
* [[Determining Market Size - Infant Formula]]<br />
* [[Entrepreneurial Marketing - The Comic Book Guy]]<br />
* [[Global Trade and Economics - Manufacturing Medical Instruments]]<br />
* [[International Business - Launching the Wii]]<br />
* [[International Marketing - Baby Care]]<br />
* [[Market Research - The Commuter Bar]]<br />
* [[Securities Analyst Reports - The NPO Portfolio]]<br />
<br />
=== Cases for Beginning Students in Any Discipline ===<br />
* [[Freshman Research Paper - The Courtship Rituals of College Students]]<br />
* [[Research for a Position Paper - Globalization]]<br />
<br />
<br />
== Want to submit your own case studies? ==<br />
Follow this guide to learn [[How to Contribute Cases]], and save often!<br />
<br />
<br />
== Learn More About Case-Based Instruction ==<br />
<br />
[[What is Case-Based Library Instruction?]]<br />
<br />
[[About the Library Instruction Case Wiki]]<br />
<br />
[[Annotated Bibliography]]<br />
<br />
[[Terms of Use and Copyright]]<br />
<br />
[[Image:Somerights20.png|link=http://creativecommons.org/licenses/by-nc-sa/3.0/us/]]<br />
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__NOTOC__</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Company_and_Market_Research_-_Big_Sweety_and_the_Chocolate_Manufacturing_Industry&diff=574Company and Market Research - Big Sweety and the Chocolate Manufacturing Industry2013-04-13T23:14:17Z<p>Nas27: Created page with "==Learning Outcomes: == As a result of this instruction, students should be able to: *Find market information, specifically on chocolate manufacturing *Understand the following ..."</p>
<hr />
<div>==Learning Outcomes: ==<br />
<br />
As a result of this instruction, students should be able to:<br />
*Find market information, specifically on chocolate manufacturing<br />
*Understand the following concepts: Market Share, Market Size, Secondary and Primary Market Research<br />
*Find industry and market research reports in IBISworld, MarketResearch.com Academic<br />
*Find information about two major players in an industry on company websites<br />
*Find information about two major players in an industry on LexisNexis. <br />
<br />
'''Resources:'''<br />
*A market research database (Market Research.com Academic)<br />
*An industry database (IBISworld)<br />
*A company database (LexisNexis Company Dossier)<br />
*Company websites online<br />
<br />
'''Two optional lectures: '''<br />
Introduction to Industry Analysis: [http://prezi.com/uzsnjgog7fup/introduction-to-industry-analysis/]<br />
Introduction to Market Research: [http://prezi.com/_2ljao4l_ee7/introduction-to-market-research/]<br />
<br />
<br />
==Premise:==<br />
<br />
The chocolate manufacturing industry is extremely competitive. Your company, Big Sweety, is already successful at manufacturing a variety of hard and chewable candies, and is now considering entering the chocolate manufacturing business. As Big Sweety’s newly promoted Assistant Manager for Strategic Directions, you are now responsible for analyzing the current state of chocolate manufacturing and chocolate candy and making a recommendation on this opportunity. In order to accomplish this, you must:<br />
*Be aware of the state of the industry. <br />
*Understand who your major competitors are and what they are doing.<br />
<br />
<br />
==Preliminary Discussion: ==<br />
<br />
This is an activity that can stretch across three 50-minute class periods. In the first class period students should work in groups to answer the following questions for 5 minutes after reviewing the case:<br />
*Based on my problem and my own knowledge, what do I know about the case?<br />
*What do I want or need to know in order to make the recommendation to Big Sweety?<br />
*Who would I talk to in order to find the things that I know? What keywords would I type into Google? Where else would I look?<br />
<br />
In order to for students to understand how to give a concrete recommendation about the state of the industry, several terms must be explained by the librarians. These include Market Segmentation, Market Share, Primary Market Research, Secondary Market Research. To see some ways to introduce these concepts, please review our prezi on Market Research ([http://prezi.com/_2ljao4l_ee7/introduction-to-market-research/]) and on Industry Analysis ([http://prezi.com/uzsnjgog7fup/introduction-to-industry-analysis/]). <br />
<br />
<br />
==First Resource (Class 1):==<br />
<br />
After a short database demonstration of both resources, the librarian should have students review market research reports on the chocolate/chocolate candy industry in Marketresearch.com Academic and in IBISWorld to find the following:<br />
<br />
Market segmentation – what are the primary segments of the chocolate/chocolate candy market? <br />
*List the segments, the dollar amount, and the % share. <br />
*Have sales gone up or down since 2007?<br />
*What is the expected revenue for at least 3 years?<br />
<br />
Market share – who are the major companies in chocolate/chocolate candy manufacturing?<br />
*List the leading companies ranked order by market share.<br />
<br />
Consumer decisions <br />
*Identify 4 factors (either positive or negative) that influence shoppers. <br />
<br />
<br />
==Second Resource (Class 2): ==<br />
<br />
Review LexisNexis Company Dossier & company websites for information about The Hershey Company and Mars Inc. A database demonstration will be needed for students to understand where to find the relevant information in LexisNexis. The librarian should also make sure that the students notice the relative difference of information between Mars, Inc and The Hershey Company. The librarian should ask the students to supply some reasons they think there might be more information on one or the other. Usually at least one student will understand the difference between a public and a private company and will explain it to the rest of the class.<br />
<br />
Also the librarian should review the company websites, explaining concepts like an "Investor Relations" area on a company website and also the pros and cons of using press releases. The librarian should have the students notice that Mars, Inc also has a significant stake in the pet food industry. The librarian should wonder aloud how that might change the way they will analyses the company information for Big Sweety. In addition have the students search these resources and find this information:<br />
*Name their brands. <br />
*What were sales (give the dollar amount) over the last 3 years?<br />
<br />
<br />
==Recommendation (Class 3):==<br />
<br />
Based on the reports and information you reviewed, the librarian should ask the students to make a recommendation to either pursue or abandon an investment in chocolate/chocolate candy manufacturing and tell why they are making this recommendation. They should back their recommendation with research they found. <br />
<br />
<br />
==Wrap Up:==<br />
<br />
This case is also intended for freshmen students in either Management or Hospitality or Tourism departments. As previously mentioned, this case is not really meant to be covered in one hour-long session. But certainly aspects can be condensed to fit within in that period. For example, students can work on purely the company or the market part of the case. <br />
<br />
<br />
==Submitted By: ==<br />
<br />
Ilana Barnes<br />
Business Information Specialist<br />
Purdue University<br />
[mailto:ibarnes@purdue.edu ibarnes@purdue.edu]<br />
<br />
With learning objects created by: Hal Kirkwood, Associate Head, Parrish Library and Mary Dugan, Resource Development Librarian<br />
<br />
Original Submitted: March 25, 2013</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Welcome_to_the_Library_Instruction_Case_Wiki&diff=573Welcome to the Library Instruction Case Wiki2013-04-13T23:00:20Z<p>Nas27: </p>
<hr />
<div>We hope you find the guides and case studies collected here helpful, and we invite you to contribute by discussing your experiences on the discussion page for each case study, and by submitting case studies you have developed and used in your own instructional efforts. To add content you must create a log in. You can do so [https://lib.byu.edu/casewiki/index.php?title=Special:UserLogin&type=signup here]. Or you can send an email to [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu]<br />
<br />
<br />
== Case Studies ==<br />
(The print and electronic resources suggested by case authors for use in cases should be considered examples only and do not constitute an endorsement of any specific product.)<br />
<br />
=== Cases for Advanced Business Students ===<br />
* [[Building a Company List - Trucking in Texas]]<br />
* [[Company and Market Research - Big Sweety and the Chocolate Manufacturing Industry]]<br />
* [[Determining Market Size - Infant Formula]]<br />
* [[Entrepreneurial Marketing - The Comic Book Guy]]<br />
* [[Global Trade and Economics - Manufacturing Medical Instruments]]<br />
* [[International Business - Launching the Wii]]<br />
* [[International Marketing - Baby Care]]<br />
* [[Market Research - The Commuter Bar]]<br />
* [[Securities Analyst Reports - The NPO Portfolio]]<br />
<br />
=== Cases for Beginning Students in Any Discipline ===<br />
* [[Freshman Research Paper - The Courtship Rituals of College Students]]<br />
* [[Research for a Position Paper - Globalization]]<br />
<br />
<br />
== Want to submit your own case studies? ==<br />
Follow this guide to learn [[How to Contribute Cases]], and save often!<br />
<br />
<br />
== Learn More About Case-Based Instruction ==<br />
<br />
[[What is Case-Based Library Instruction?]]<br />
<br />
[[About the Library Instruction Case Wiki]]<br />
<br />
[[Annotated Bibliography]]<br />
<br />
[[Terms of Use and Copyright]]<br />
<br />
[[Image:Somerights20.png|link=http://creativecommons.org/licenses/by-nc-sa/3.0/us/]]<br />
<br />
__NOTOC__</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Market_Research_-_Furniture_on_Demand&diff=564Market Research - Furniture on Demand2012-08-20T20:11:15Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
* The distinctions and relative advantages of scholarly, popular, and professional content types. <br />
<br />
'''Resources:'''<br />
* A source for industry reports.<br />
* A source for pre-packaged market research reports.<br />
* A source for consumer survey data.<br />
* A source for demographic data.<br />
* An article database including trade and industry publications.<br />
<br />
<br />
== Premise ==<br />
<br />
A furniture manufacturer has hired your team to assess the market potential of selling direct to the customer over the internet.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
Students can be better engaged if the librarian introduces the premise using recent news stories or images, or by playing off the fishy ingredients of the food bar. The librarian should lead a discussion in which students enumerate the kinds of information they believe would be useful in addressing the case. This provides an opportunity to discuss the distinction between primary and secondary research, and the kinds of information the library can provide and that are freely available on the Internet.<br />
<br />
<br />
== First Resource ==<br />
<br />
To position this product students will need to understand consumer attitudes toward food bars. Primary research might be the best way to obtain rich data directly relevant to this product, but conducting such surveys and focus groups is expensive. Secondary sources, like those the library provides, can serve as an alternative or supplement. In particular, an increasing number of publishers of market research reports are making their products available to libraries. A prepackaged report from a source like Mintel or MarketResearch.com Academic can provide deep insight into a market.<br />
<br />
The librarian should select and demonstrate one source for market research. During this demonstration the librarian can impart elements of information literacy that are specific to this context, including: the need to consider the currency or timeliness of information in any particular market research report, the differences in topics covered by different publishers, differences in methodologies, the high cost of such reports, and how students can save money if purchasing such reports in the future by negotiating purchases on a page-by-page basis or purchasing older editions. Strategies should also be described for applying indirectly relevant reports, such as a report on the larger health food industry, or a report profiling health-conscious consumers.<br />
<br />
After this demonstration students should be given several minutes to explore the resource on their own, with the objective of obtaining information that can aid in identifying a target consumer. One or two students can then share their findings with the group. Details they uncover could include the fact that breakfast is the meal most commonly replaced by such foods, or that middle-aged consumers are more likely to be concerned about the nutritional content of food bars. A discussion can result in students arriving at a portrait of their target consumer: someone active and health-conscious, someone in their 40s, someone with higher than average income, most likely a professional who skips breakfast in order to rush to the office in the morning. Hence the case's title: The Commuter Bar.<br />
<br />
The details students discover will vary, and the librarian should be prepared to use whatever the students find--there is no right answer for the purposes of this case. Given the constraints of the instructional context, this process will not be rigorous. The librarian should stress to the students that the purpose of the activity is not to demonstrate how to decide on a product's positioning, but to gain familiarity with information sources that could help in such a project. <br />
<br />
<br />
== Second Resource ==<br />
<br />
Many students, hoping for low-hanging fruit, will be disappointed when they cannot find, or the library cannot provide, reports that are both current and address their product's particular niche. The best sources for more current and more narrowly focused information are news and trade publications, such as ''Nutraceuticals World''. The librarian can describe the differences between a trade or industry publication and news and scholarly publications. After a demonstration of an aggregator of such publications, such as Factiva, ABI/Inform, LexisNexis, or RDS Business & Industry, students should be given several minutes to search for articles containing information that further illuminates the market for food bars. One or two can then share what they have found.<br />
<br />
<br />
== Third Resource (Optional) ==<br />
<br />
With an understanding of the target consumer gleaned from their brief experiences with market research reports and trade journals (and perhaps some acknowledged assumptions), students can now consider how best to find or reach these consumers. The librarian can demonstrate a source for demographic information such as American Factfinder on the U.S. Census Bureau’s website (http://factfinder.census.gov/), a print resource like ESRI's ''Community Sourcebook of ZIP Code Demographics'', or a combined GIS and marketing tool like SimplyMap. For more efficient use of time the librarian should preselect two comparable geographies, such as Denver and Baltimore, and give the students several minutes to use the demonstrated resource to determine which place best reflects the characteristics of the target demographic.<br />
<br />
Alternatively, a tool like Simmons, MRI+, or SRDS could be demonstrated and then used to identify the media outlets in which advertisements would reach the target.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
Researching a market and positioning a product requires a significant investment of time and money. Students should be reminded that the approach taken during the case was quick, dirty, and riddled with assumptions. The purpose was not to teach students how best to accomplish these tasks (that is their professors' job), but to give them experience with information sources that would be useful in accomplishing these tasks.<br />
<br />
The librarian should take the opportunity to review key principles uncovered during the session, including the appropriate use and limitations of prepackaged market research reports, the distinction between primary and secondary research, and the kinds of information the library can provide.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: March 2, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in January 2010 can be downloaded [http://lib.byu.edu/sites/business/files/2010/01/BRC-market-research-Jan10.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Market_Research_-_Furniture_on_Demand&diff=563Market Research - Furniture on Demand2012-08-20T20:09:43Z<p>Nas27: Created page with "== Learning Outcomes == Students should gain familiarity with the following elements of business information literacy and specific information resources. '''Information Literac..."</p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
* The distinctions and relative advantages of scholarly, popular, and professional content types. <br />
<br />
'''Resources:'''<br />
* A source for industry reports.<br />
* A source for pre-packaged market research reports.<br />
* A source for consumer survey data.<br />
* A source for demographic data.<br />
* An article database including trade and industry publications.<br />
<br />
<br />
== Premise ==<br />
<br />
Your company has developed a food bar that capitalizes on recent discoveries about "brain foods" like Omega-3 fatty acids. Made with flax seed and pulped sardines, with ginseng and caffeine for an added energy boost, this food bar can serve as a nutritional snack or a total meal replacement.<br />
<br />
Your job is to research the market for cereal bars, energy bars, and breakfast bars to better understand how to position your food bar, and identify and reach a target demographic.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
Students can be better engaged if the librarian introduces the premise using recent news stories or images, or by playing off the fishy ingredients of the food bar. The librarian should lead a discussion in which students enumerate the kinds of information they believe would be useful in addressing the case. This provides an opportunity to discuss the distinction between primary and secondary research, and the kinds of information the library can provide and that are freely available on the Internet.<br />
<br />
<br />
== First Resource ==<br />
<br />
To position this product students will need to understand consumer attitudes toward food bars. Primary research might be the best way to obtain rich data directly relevant to this product, but conducting such surveys and focus groups is expensive. Secondary sources, like those the library provides, can serve as an alternative or supplement. In particular, an increasing number of publishers of market research reports are making their products available to libraries. A prepackaged report from a source like Mintel or MarketResearch.com Academic can provide deep insight into a market.<br />
<br />
The librarian should select and demonstrate one source for market research. During this demonstration the librarian can impart elements of information literacy that are specific to this context, including: the need to consider the currency or timeliness of information in any particular market research report, the differences in topics covered by different publishers, differences in methodologies, the high cost of such reports, and how students can save money if purchasing such reports in the future by negotiating purchases on a page-by-page basis or purchasing older editions. Strategies should also be described for applying indirectly relevant reports, such as a report on the larger health food industry, or a report profiling health-conscious consumers.<br />
<br />
After this demonstration students should be given several minutes to explore the resource on their own, with the objective of obtaining information that can aid in identifying a target consumer. One or two students can then share their findings with the group. Details they uncover could include the fact that breakfast is the meal most commonly replaced by such foods, or that middle-aged consumers are more likely to be concerned about the nutritional content of food bars. A discussion can result in students arriving at a portrait of their target consumer: someone active and health-conscious, someone in their 40s, someone with higher than average income, most likely a professional who skips breakfast in order to rush to the office in the morning. Hence the case's title: The Commuter Bar.<br />
<br />
The details students discover will vary, and the librarian should be prepared to use whatever the students find--there is no right answer for the purposes of this case. Given the constraints of the instructional context, this process will not be rigorous. The librarian should stress to the students that the purpose of the activity is not to demonstrate how to decide on a product's positioning, but to gain familiarity with information sources that could help in such a project. <br />
<br />
<br />
== Second Resource ==<br />
<br />
Many students, hoping for low-hanging fruit, will be disappointed when they cannot find, or the library cannot provide, reports that are both current and address their product's particular niche. The best sources for more current and more narrowly focused information are news and trade publications, such as ''Nutraceuticals World''. The librarian can describe the differences between a trade or industry publication and news and scholarly publications. After a demonstration of an aggregator of such publications, such as Factiva, ABI/Inform, LexisNexis, or RDS Business & Industry, students should be given several minutes to search for articles containing information that further illuminates the market for food bars. One or two can then share what they have found.<br />
<br />
<br />
== Third Resource (Optional) ==<br />
<br />
With an understanding of the target consumer gleaned from their brief experiences with market research reports and trade journals (and perhaps some acknowledged assumptions), students can now consider how best to find or reach these consumers. The librarian can demonstrate a source for demographic information such as American Factfinder on the U.S. Census Bureau’s website (http://factfinder.census.gov/), a print resource like ESRI's ''Community Sourcebook of ZIP Code Demographics'', or a combined GIS and marketing tool like SimplyMap. For more efficient use of time the librarian should preselect two comparable geographies, such as Denver and Baltimore, and give the students several minutes to use the demonstrated resource to determine which place best reflects the characteristics of the target demographic.<br />
<br />
Alternatively, a tool like Simmons, MRI+, or SRDS could be demonstrated and then used to identify the media outlets in which advertisements would reach the target.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
Researching a market and positioning a product requires a significant investment of time and money. Students should be reminded that the approach taken during the case was quick, dirty, and riddled with assumptions. The purpose was not to teach students how best to accomplish these tasks (that is their professors' job), but to give them experience with information sources that would be useful in accomplishing these tasks.<br />
<br />
The librarian should take the opportunity to review key principles uncovered during the session, including the appropriate use and limitations of prepackaged market research reports, the distinction between primary and secondary research, and the kinds of information the library can provide.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: March 2, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in January 2010 can be downloaded [http://lib.byu.edu/sites/business/files/2010/01/BRC-market-research-Jan10.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Market_Research_-_Finger_Lickin%27_Good&diff=562Market Research - Finger Lickin' Good2012-08-20T20:06:23Z<p>Nas27: Created page with "== Learning Outcomes == Students should gain familiarity with the following elements of business information literacy and specific information resources. '''Information Literac..."</p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
* The distinctions and relative advantages of scholarly, popular, and professional content types. <br />
<br />
'''Resources:'''<br />
* A source for industry reports.<br />
* A source for pre-packaged market research reports.<br />
* A source for consumer survey data.<br />
* A source for demographic data.<br />
* An article database including trade and industry publications.<br />
<br />
<br />
== Premise ==<br />
<br />
Your company has developed a food bar that capitalizes on recent discoveries about "brain foods" like Omega-3 fatty acids. Made with flax seed and pulped sardines, with ginseng and caffeine for an added energy boost, this food bar can serve as a nutritional snack or a total meal replacement.<br />
<br />
Your job is to research the market for cereal bars, energy bars, and breakfast bars to better understand how to position your food bar, and identify and reach a target demographic.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
Students can be better engaged if the librarian introduces the premise using recent news stories or images, or by playing off the fishy ingredients of the food bar. The librarian should lead a discussion in which students enumerate the kinds of information they believe would be useful in addressing the case. This provides an opportunity to discuss the distinction between primary and secondary research, and the kinds of information the library can provide and that are freely available on the Internet.<br />
<br />
<br />
== First Resource ==<br />
<br />
To position this product students will need to understand consumer attitudes toward food bars. Primary research might be the best way to obtain rich data directly relevant to this product, but conducting such surveys and focus groups is expensive. Secondary sources, like those the library provides, can serve as an alternative or supplement. In particular, an increasing number of publishers of market research reports are making their products available to libraries. A prepackaged report from a source like Mintel or MarketResearch.com Academic can provide deep insight into a market.<br />
<br />
The librarian should select and demonstrate one source for market research. During this demonstration the librarian can impart elements of information literacy that are specific to this context, including: the need to consider the currency or timeliness of information in any particular market research report, the differences in topics covered by different publishers, differences in methodologies, the high cost of such reports, and how students can save money if purchasing such reports in the future by negotiating purchases on a page-by-page basis or purchasing older editions. Strategies should also be described for applying indirectly relevant reports, such as a report on the larger health food industry, or a report profiling health-conscious consumers.<br />
<br />
After this demonstration students should be given several minutes to explore the resource on their own, with the objective of obtaining information that can aid in identifying a target consumer. One or two students can then share their findings with the group. Details they uncover could include the fact that breakfast is the meal most commonly replaced by such foods, or that middle-aged consumers are more likely to be concerned about the nutritional content of food bars. A discussion can result in students arriving at a portrait of their target consumer: someone active and health-conscious, someone in their 40s, someone with higher than average income, most likely a professional who skips breakfast in order to rush to the office in the morning. Hence the case's title: The Commuter Bar.<br />
<br />
The details students discover will vary, and the librarian should be prepared to use whatever the students find--there is no right answer for the purposes of this case. Given the constraints of the instructional context, this process will not be rigorous. The librarian should stress to the students that the purpose of the activity is not to demonstrate how to decide on a product's positioning, but to gain familiarity with information sources that could help in such a project. <br />
<br />
<br />
== Second Resource ==<br />
<br />
Many students, hoping for low-hanging fruit, will be disappointed when they cannot find, or the library cannot provide, reports that are both current and address their product's particular niche. The best sources for more current and more narrowly focused information are news and trade publications, such as ''Nutraceuticals World''. The librarian can describe the differences between a trade or industry publication and news and scholarly publications. After a demonstration of an aggregator of such publications, such as Factiva, ABI/Inform, LexisNexis, or RDS Business & Industry, students should be given several minutes to search for articles containing information that further illuminates the market for food bars. One or two can then share what they have found.<br />
<br />
<br />
== Third Resource (Optional) ==<br />
<br />
With an understanding of the target consumer gleaned from their brief experiences with market research reports and trade journals (and perhaps some acknowledged assumptions), students can now consider how best to find or reach these consumers. The librarian can demonstrate a source for demographic information such as American Factfinder on the U.S. Census Bureau’s website (http://factfinder.census.gov/), a print resource like ESRI's ''Community Sourcebook of ZIP Code Demographics'', or a combined GIS and marketing tool like SimplyMap. For more efficient use of time the librarian should preselect two comparable geographies, such as Denver and Baltimore, and give the students several minutes to use the demonstrated resource to determine which place best reflects the characteristics of the target demographic.<br />
<br />
Alternatively, a tool like Simmons, MRI+, or SRDS could be demonstrated and then used to identify the media outlets in which advertisements would reach the target.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
Researching a market and positioning a product requires a significant investment of time and money. Students should be reminded that the approach taken during the case was quick, dirty, and riddled with assumptions. The purpose was not to teach students how best to accomplish these tasks (that is their professors' job), but to give them experience with information sources that would be useful in accomplishing these tasks.<br />
<br />
The librarian should take the opportunity to review key principles uncovered during the session, including the appropriate use and limitations of prepackaged market research reports, the distinction between primary and secondary research, and the kinds of information the library can provide.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: March 2, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in January 2010 can be downloaded [http://lib.byu.edu/sites/business/files/2010/01/BRC-market-research-Jan10.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Terms_of_Use_and_Copyright&diff=459Terms of Use and Copyright2011-04-05T02:24:50Z<p>Nas27: </p>
<hr />
<div>[[Image:Somerights20.png|link=http://creativecommons.org/licenses/by-nc-sa/3.0/us/]]<br />
<br />
All contents of the Library Instruction Case Wiki are licensed under a [http://creativecommons.org/licenses/by-nc-sa/3.0/us/ Creative Commons Attribution-Noncommercial-Share Alike 3.0 License].<br />
This means the content can be shared and derivative works are allowed, under the following conditions: <br />
* Attribution must made to the Library Instruction Case Wiki, including the URL: https://lib.byu.edu/casewiki, and to original case authors when applicable;<br />
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* Derivative works may only be distributed under a similar license.<br />
<br />
Any participation or contribution to the Library Instruction Case Wiki indicates the user's acceptance of these terms and acknowledgment that Andy Spackman and Leticia Camacho retain full editorial authority for the site's content.<br />
Read the full terms of this license at [http://creativecommons.org/licenses/by-nc-sa/3.0/us/ Creative Commons].<br />
Email questions to [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=How_to_Contribute_Cases&diff=458How to Contribute Cases2011-04-05T02:23:39Z<p>Nas27: </p>
<hr />
<div>== Brainstorming Your Case ==<br />
<br />
[https://lib.byu.edu/casewiki/images/7/70/CaseWorksheet.pdf This worksheet] can help organize your thinking as you develop your case.<br />
<br />
<br />
== Five Easy Steps for Posting Your Case ==<br />
<br />
First, one piece of advice: '''Save often!''' Nothing ruins your day like seeing a couple hours of work evaporate in a puff of internet smoke.<br />
<br />
# Log in. You can create a log in [https://lib.byu.edu/casewiki/index.php?title=Special:UserLogin&type=signup here]. Or you can send an email to [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu].<br />
# Enter the title of your case in the main search box. This results in a screen that says there is no page with that title, with a link you can click on to "create this page." Case titles should follow a TOPIC - TITLE format, for example, "International Business - Launching the Wii"<br />
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# Click on "Save Page" and you're done. You may also want to click on the "Watch" tab at the top, which will send you email notification if your case is ever edited by someone else.<br />
# Go to the home page and click on the "Edit" tab at the top. Scroll down and insert a link to your case among the other cases, in alphabetical order. If this makes you nervous, just [mailto:casewiki@lib.byu.edu email] us and we'll happily do it for you.<br />
<br />
Please read the [[Terms of Use and Copyright]] before contributing to the Library Instruction Case Wiki. Note that we retain full editorial authority for ourselves.<br />
<br />
<br />
== Case Structure ==<br />
<br />
Most cases should follow this basic structure, and any case on the Library Instruction Case Wiki can serve as a model:<br />
<br />
* '''Learning Outcomes:''' The elements of discipline-specific information literacy and the specific resources or skills that students should gain from the case.<br />
<br />
* '''Premise:''' The scenario or story behind the case. This is typically brief and simple, but generates interest for students because it represents problems or situations they are already familiar with or expect to encounter later in their careers or education. Interest can also be generated through humor or by linking the scenario to current events.<br />
<br />
* '''Preliminary Discussion:''' After introducing the premise, the librarian should lead a preliminary discussion in which students can identify the information needs inherent in the case. In writing your case you can make suggestions here as to how the librarian might use such a discussion to introduce various principles of information literacy, especially in guiding students to research strategies appropriate for the case. Librarians should also be reminded to communicate objectives to students, namely that determining the correct solution to the case may not be as important as exploring resources, principles, and strategies that would be useful in addressing the case.<br />
<br />
* '''Resources:''' <br />
** The body of the case should be occupied by a cycle of exercises where the librarian introduces a resource that meets an information need expressed in the preliminary discussion and introduces additional concepts of information literacy related to it.<br />
** The librarian challenges the students to experiment with the resource for several minutes, with a specific objective, such as identifying data that would assist in deciding the case scenario. <br />
** A small number of students should share what they have found with the rest of the group and explain their reasoning. <br />
<br />
:This cycle can be repeated with one to three more resources. However, the temptation to introduce every relevant resource must be resisted. Librarians should use laundry lists to provide their laundry lists (i.e. handouts). Only by focusing on a small number of key resources does the librarian have enough time to both introduce concepts of information literacy and to make learning active with hands-on, purposeful exercises.<br />
<br />
:Note that certain cases may follow a different pattern. For instance, [[Building a Company List - Trucking in Texas]] focuses on comparing only two resources, thought he cyclical structure of the case is preserved through the exercises.<br />
<br />
:Note also that while you may mention specific resources as appropriate for use in the case, it is wise to mention alternatives since library holdings, subscriptions, and licenses vary. Nor should cases endorse or be interpreted as endorsing any specific resource.<br />
<br />
* '''Wrap Up:''' Include any summary principles or suggestions for librarians conducting your case. The librarians themselves should use the Wrap Up to review the strategies and principles learned during the case and point students to further resources or strategies, lest the artificial constraints of the library instruction context create in students a habit of quick or narrow research practices.<br />
<br />
* '''Submitted By:''' Enter your name, position, institution, and email address (required). You must also enter "Originally Submitted: Month, Day, Year." You may also enter other contact information and links to handouts you may have used with the case.<br />
<br />
<br />
== Formatting Tips ==<br />
<br />
The easiest way to format a case is to use the [[Case Template]]. Click on the "Edit" tab at the top. Copy the text of the template, then return to the home page, create the new page, and paste the copied template. To see how a particular bit of formatting was accomplished in an existing case you may click on its "Edit" tab--but be careful not to accidentally make changes to the existing case.<br />
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=====Level 4=====</div>Nas27https://casewiki.lib.byu.edu/index.php?title=About_the_Library_Instruction_Case_Wiki&diff=457About the Library Instruction Case Wiki2011-04-05T02:22:48Z<p>Nas27: </p>
<hr />
<div>== Mission ==<br />
<br />
The purpose of the Library Instruction Case Wiki (LICW) is to promote and facilitate the application of case method teaching in library and information literacy instruction.<br />
<br />
Teaching with cases is widespread in legal, business, and medical fields, and has been shown to increase both learning and enthusiasm in students. Case teaching is a problem-based approach to active learning, concepts that are increasing prominent in the library field. (See the [[Annotated Bibliography]] for further reading.)<br />
<br />
Although case teaching is more effective, it also requires more preparation on the part of the instructor. By making cases we have developed for instruction available on this site we hope more librarians will be encouraged to experiment with the case method. We also hope to encourage discussion and research on the topic of case teaching.<br />
<br />
==[[What is Case-Based Library Instruction?]]==<br />
<br />
<br />
== How You Can Become Involved ==<br />
<br />
We encourage you to take and use the case studies available on this site in your own library instruction efforts. Feel free to adapt them to your needs and to the resources available to you, and to share them with others (see [https://lib.byu.edu/casewiki/index.php/Terms_of_Use_and_Copyright terms of use]).<br />
<br />
We also hope that you will develop your own case studies and choose to post them here so that others can benefit from your work. Learn [[How to Contribute Cases]]. Note that we retain full editorial authority for ourselves.<br />
<br />
Whether or not you contribute your own cases, we want to hear from you. [mailto:casewiki@lib.byu.edu Email] your stories, or make comments using the discussion tab at the top of every page on this site.</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Determining_Market_Size_-_Infant_Formula&diff=456Determining Market Size - Infant Formula2011-04-05T02:06:17Z<p>Nas27: Reverted edits by Lim3906 (talk) to last revision by Nas27</p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* Strategies for breaking large research projects into manageable stages or pieces.<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
* Comparing methodologies, their inherent assumptions, and the value of obtaining numbers from multiple sources.<br />
<br />
'''Resources:'''<br />
* A source for pre-packaged market research reports.<br />
* A source for demographic information.<br />
* A source for consumer survey data.<br />
<br />
<br />
== Premise ==<br />
<br />
"A food engineering firm has been tinkering with soy beans and believes they can create an improved lactose-free infant formula. They're unfamiliar with the baby food industry and are trying to decide whether to launch their own product or sell their patent to an existing player. Your team of outside consultants has been hired to conduct some preliminary market research to help them with this decision. Your first task is to determine the market size for infant formula."<br />
<br />
<br />
== Preparation ==<br />
<br />
The librarian should be prepared with a spreadsheet containing labels and formulas for calculating market share, to which data discovered during the case can be added, resulting in several alternative market size calculations at the end of the case. Depending on the data available the spreadsheet might look like the table below. Remember that this is a "quick and dirty" calculation and the purpose is to engage students by supplying a logical progression to the case, which attempts to introduce students to the kinds of information sources and the principles of information literacy that would be relevant in such a situation.<br />
<br />
{| border="1"<br />
!<br />
! Source 1<br>High Estimate<br />
! Source 1<br>Low Estimate<br />
! Source 2<br>High Estimate<br />
! Source 2<br>Low Estimate<br />
|-<br />
| Dollar value of formula one<br>infant consumes per year<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by)<br>Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by)<br>Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals)<br>Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The librarian can suggest that while the main question of interest is "What is the market size for infant formula?", this question can best be answered by first discovering answers to smaller questions. A discussion should ensue where students brainstorm additional questions that can help them arrive at a dollar figure for the market size of infant formula. Examples may include:<br />
* How many infants are there?<br />
* How many infants drink formula vs. breast milk?<br />
* How much formula does an infant drink?<br />
* What is the price range for formula?<br />
<br />
As this is a brainstorming exercise, the librarian should list these questions on the board without discounting any ideas. The librarian can then use these questions to illustrate the relative advantages of primary and secondary research, how each can address these information needs with varying effectiveness and cost, and which the library can assist with. For example, price may best be discovered by making a trip to the local grocery store rather than searching through a database. <br />
<br />
The librarian can then point out that the focus of this case is not to fully demonstrate the best way to determine a market's size, but to give students the opportunity to explore some of the resources that would be useful in such a task. Not all of the questions listed will be addressed, and in some cases assumptions will be made simply for the sake of moving on to the next stage of the case.<br />
<br />
<br />
== First Resource ==<br />
<br />
The librarian may demonstrate the ease with which market research reports on almost any topic can be found on the Internet. Students should be quick to note the hefty price tags invariably attached to such reports (searching the [http://www.marketresearch.com/ MarketResearch.com] site for "infant formula" is illustrative). The librarian can then explain that while the library cannot provide every market research report, there are some limited collections available. Depending on the library's subscriptions these may include sources like Mintel, Datamonitor, IBIS World, MarketResearch.com Academic, Frost & Sullivan, or any number of others.<br />
<br />
During a brief demonstration of the resource the librarian can discuss principles of information literacy specific to that resource, such as the currency of information and how students can discover relevant trends and data in reports that may not at first seem relevant to their research topic. The librarian can then allow them time to explore the resource on their own (preferably in teams), looking for information that can help answer any of the questions discussed during the brainstorming session. Volunteers can share what they have found with the class.<br />
<br />
The librarian should acknowledge the value of student discoveries. Among them should be either the total number of infants, the percentage that consume formula, or the dollar value of formula one infant consumes per year (which could be calculated by multiplying price and the number of units one infant consumes per year). The librarian can then begin populating the spreadsheet. For example, based on Mintel's "Baby Food and Drink - U.S. - January 2009" report, the spreadsheet might now look like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1<br>High Estimate<br />
! Source 1<br>Low Estimate<br />
! Source 2<br>High Estimate<br />
! Source 2<br>Low Estimate<br />
|-<br />
| Dollar value of formula one<br>infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by)<br>Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by)<br>Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals)<br>Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Second Resource ==<br />
<br />
It may be that the source for market research used during the first exercise conveniently provided a figure for the market size of infant formula. This should be noted, and the librarian can then discuss the importance of comparing multiple sources of information, addressing the alternatives in the report or presentation they are themselves creating, and justifying the source or the resulting figure that they determine to be the best. Assumptions should be cautioned against (though they may be necessary for the purposes of this case) and the need for rigorous thought behind the numbers or conclusions students decide upon should be stressed.<br />
<br />
Furthermore, the librarian can complicate the scenario by suggesting that the team's client is considering launching the product on a trial basis in a local city. This means that "Total number of infants" is now the "Total number of infants in city X". The librarian may then demonstrate a source for demographic data, such as the U.S. Census Bureau ([http://factfinder.census.gov/ http://factfinder.census.gov/]). Students can be given time to explore the resource to seek relevant information which they can share with the rest of the class. The librarian should update the spreadsheet, which may now look something like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1<br>High Estimate<br />
! Source 1<br>Low Estimate<br />
! Source 2<br>High Estimate<br />
! Source 2<br>Low Estimate<br />
|-<br />
| Dollar value of formula one<br>infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by)<br>Number of women who have given birth<br>in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by)<br>Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals)<br>Market Size for Provo, UT<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Third Resource ==<br />
<br />
Depending on the resources available and the data already collected, the librarian should demonstrate a resource that provides the remaining necessary data for the spreadsheet. Consumer survey data from a source like Simmons or MRI+, or government data like that provided through the National Survey of Children's Health ([http://www.nschdata.org http://www.nschdata.org]) can be introduced, with students taking time to explore the data. The librarian may now be able to complete the spreadsheet, as in the example below. (Example uses 37.7%, the percentage of homemakers with children younger than 12 months who are categorized as heavy users of infant formula by MRI+, and 11.1%, the percentage of infants in Utah who are never given breast milk during the first six months according to NSCH. These raw numbers would not be ideal for use in an actual market size calculation, but they can serve the case's demonstrative purposes.)<br />
<br />
{| border="1"<br />
!<br />
! MRI+<br>High Estimate<br />
! MRI+<br>Low Estimate<br />
! NSCH<br>High Estimate<br />
! NSCH<br>Low Estimate<br />
|-<br />
| Dollar value of formula one<br>infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by)<br>Number of women who have given birth<br>in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by)<br>Percentage of heavy or<br>exclusive formula drinkers<br />
| 37.7%<br />
| 37.7%<br />
| 11.1%<br />
| 11.1%<br />
|-<br />
| (equals)<br>Market Size for Provo, UT<br />
| $2.3 million<br />
| $1.7 million<br />
| $0.7 million<br />
| $0.5 million<br />
|}<br />
<br />
<br />
== Wrap Up ==<br />
<br />
With the spreadsheet displaying several alternative numbers for market size the librarian can reemphasize the need to check multiple sources of information, decide which sources to rely on in creating a paper or presentation, and the importance of providing a rationale for that decision. Even a question like "What is the market size for infant formula?" is less about finding a number than it is about discovering, understanding and applying data in a reasoned manner.<br />
<br />
The librarian can review other principles of information literacy addressed during the session and remind students that the purpose of the case was to introduce these principles, techniques, and sources, as opposed to teaching them the best way to calculate a market's size, since the session's time constraints necessitate significant assumptions and shortcuts.<br />
<br />
The librarian may also point students to a handout or website detailing additional information sources.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: October 5, 2009</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Securities_Analyst_Reports_-_The_NPO_Portfolio&diff=453Securities Analyst Reports - The NPO Portfolio2010-11-01T15:30:18Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* Understanding the types of information freely available on Yahoo! Finance, the sources of that information, and the types of information that are offered for a fee or are unavailable.<br />
* Understanding the different sources and methodologies paid services use in providing information.<br />
* Access alternatives after graduation and ethical use of information.<br />
<br />
'''Resources:'''<br />
* Yahoo! Finance or similar free service.<br />
* Several paid services from vendors like Morningstar, Value Line, S&P NetAdvantage, or Mergent.<br />
<br />
<br />
== Premise ==<br />
<br />
Yahoo! Finance is great, but how does it compare to pay services like Morningstar, Value Line, and S&P's NetAdvantage?<br />
<br />
The purpose of this case is to compare sources of information on securities (stocks, bonds, and funds) from a free resource, like Yahoo! Finance, with subscription-based services licensed by the library or available to individual subscribers. While there are many of these to choose from, the case uses Morningstar Library Edition, Value Line Research Center, and S&P NetAdvantage. Switching these for other resources should be easy, though every resource will vary in coverage and in strengths and weaknesses, all of which the librarian should be prepared to discuss.<br />
<br />
To give the case structure and establish parameters for students' exploration of the resources, the librarian should select a local non-profit, charitable organization (NPO) with which students will be familiar and suggest a scenario where the NPO has hired the students to manage the organization's endowment. While exploring the resources students must create a portfolio of investments for the NPO.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The librarian can begin with a discussion in which students collectively make assumptions about the ideal characteristics of the portfolio. The librarian can assist with well-placed questions. They will likely conclude that since the portfolio represents an NPO's endowment it should be conservative and risk-averse. One way to reduce risk is through diversification, so stocks, bonds, funds, and cash deposits should all be included. The parameters defined by these assumptions will make the limited time available for exploring the resources more effective. But it should be emphasized that the librarian is not teaching investment strategies or analysis techniques. The librarian is only using these assumptions as a vehicle for exploring information sources.<br />
<br />
<br />
== Yahoo! Finance ==<br />
<br />
Many students will be familiar with Yahoo! Finance (http://finance.yahoo.com/). For those who aren't, the librarian can briefly demonstrate how to look up a stock, and point out Yahoo!'s user-friendly real-time and historical data. Mention should also be made of the other kinds of securities information and educational materials Yahoo! provides. The stock screener and the analyst opinions provided by Yahoo! can also be highlighted. When looking at the analyst opinions it should be pointed out that, like all the information on Yahoo! Finance, these are aggregated from a variety of third parties. Further only the bottom-line opinions are provided (buy, sell, hold, etc.). To obtain the actual analyst reports a user would have to purchase them, which Yahoo! facilitates.<br />
<br />
This provides an excellent opportunity to discuss the kinds of financial information that are freely available, and the premium content that is typically available by purchase only.<br />
<br />
<br />
== Value Line ==<br />
<br />
As with Yahoo!, the librarian can demonstrate how to access Value Line, how to bring up a specific stock, including Value Line's proprietary analyst reports and ratings. Some of the ratings, such as the Timeliness and Technical ratings, may require some explanation. Value Line's unique strengths and coverage of options and convertibles should be highlighted. The librarian can then demonstrate the stock screener, calling special attention to Value Line's ability to screen on social responsibility indicators.<br />
<br />
Students can now be given a few minutes to perform their own screening, defining parameters that they believe will produce stocks that fit the desired characteristics of the NPO's portfolio. They may, for instance, select large, slow growing but reliable stocks. They may also make selections based on social responsibility. For instance, the NPO may not wish to invest in stocks that are related to the adult entertainment industry or companies involved in labor disputes.<br />
<br />
A couple students should be invited to share with the group the parameters they set and some of the stocks that resulted from the screening. Note should be made of these tickers for later use.<br />
<br />
<br />
== S&P NetAdvantage ==<br />
<br />
The librarian can now introduce NetAdvantage, discussing the many kinds of information S&P provides through this database and its unique strengths. Students should be shown how to access S&P's analyst reports on stocks and industries, and how to find the stock screener. However, the librarian may choose instead to demonstrate the bond screener in order to address a different class of security. A discussion of the characteristics of bonds that would be desirable for the NPO's portfolio may result in factors like a high credit rating, a high yield to maturity, and a willingness to invest in bonds that will not mature for many years.<br />
<br />
Students can then take a few minutes to experiment with the bond screener, after which several students can explain the parameters they set and some of the bonds that resulted.<br />
<br />
<br />
== Morningstar ==<br />
<br />
The librarian can follow the same pattern in demonstrating Morningstar, describing its unique strengths, and demonstrating how to find Morningstar's analyst reports and stock screener. In this instance the librarian may choose to demonstrate the fund screener in order to introduce yet another type of security. After a discussion of desirable characteristics for funds in the NPOs portfolio, students can take several minutes to experiment, after which one or two students can report the settings they used and the funds that resulted.<br />
<br />
After this discussion the librarian can turn attention to the Portfolio X-Ray tool. By inserting the tickers for the stocks and funds (unfortunately bonds cannot be included) identified during the course of the case by students, the librarian can demonstrate how the Portfolio X-Ray tool can be used to assess a portfolio's diversity. Most likely, this will effectively demonstrate that crafting a well-balanced portfolio is not a simple task, but that the screeners and other tools the students have experienced can assist in accomplishing such a task.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
While creating a portfolio is not a job that can be done during a 50-minute library instruction session--at least not a portfolio any sane person would invest in--the assumptions made in this case should allow students to explore sources for data and analyst reports and recommendations on securities. A review of some of the key differences between the various resources, including their strengths, weaknesses, and areas of coverage, can be useful. The librarian can also review the earlier discussion of the kinds of information available from free resources, verses those available from paid services, emphasizing the aggregations and actual analysis.<br />
<br />
Students may inquire about access after graduation, creating an opportunity to discuss that issue and describe public library resources and access models available for individuals.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: February 9, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in February 2010 can be downloaded [http://lib.byu.edu/sites/business/files/2010/01/BRC-securities-Feb10.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Market_Research_-_The_Commuter_Bar&diff=452Market Research - The Commuter Bar2010-11-01T15:29:22Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
* The distinctions and relative advantages of scholarly, popular, and professional content types. <br />
<br />
'''Resources:'''<br />
* A source for pre-packaged market research reports.<br />
* An article database including trade and industry publications.<br />
* A source for demographic information or consumer survey data.<br />
<br />
<br />
== Premise ==<br />
<br />
Your company has developed a food bar that capitalizes on recent discoveries about "brain foods" like Omega-3 fatty acids. Made with flax seed and pulped sardines, with ginseng and caffeine for an added energy boost, this food bar can serve as a nutritional snack or a total meal replacement.<br />
<br />
Your job is to research the market for cereal bars, energy bars, and breakfast bars to better understand how to position your food bar, and identify and reach a target demographic.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
Students can be better engaged if the librarian introduces the premise using recent news stories or images, or by playing off the fishy ingredients of the food bar. The librarian should lead a discussion in which students enumerate the kinds of information they believe would be useful in addressing the case. This provides an opportunity to discuss the distinction between primary and secondary research, and the kinds of information the library can provide and that are freely available on the Internet.<br />
<br />
<br />
== First Resource ==<br />
<br />
To position this product students will need to understand consumer attitudes toward food bars. Primary research might be the best way to obtain rich data directly relevant to this product, but conducting such surveys and focus groups is expensive. Secondary sources, like those the library provides, can serve as an alternative or supplement. In particular, an increasing number of publishers of market research reports are making their products available to libraries. A prepackaged report from a source like Mintel or MarketResearch.com Academic can provide deep insight into a market.<br />
<br />
The librarian should select and demonstrate one source for market research. During this demonstration the librarian can impart elements of information literacy that are specific to this context, including: the need to consider the currency or timeliness of information in any particular market research report, the differences in topics covered by different publishers, differences in methodologies, the high cost of such reports, and how students can save money if purchasing such reports in the future by negotiating purchases on a page-by-page basis or purchasing older editions. Strategies should also be described for applying indirectly relevant reports, such as a report on the larger health food industry, or a report profiling health-conscious consumers.<br />
<br />
After this demonstration students should be given several minutes to explore the resource on their own, with the objective of obtaining information that can aid in identifying a target consumer. One or two students can then share their findings with the group. Details they uncover could include the fact that breakfast is the meal most commonly replaced by such foods, or that middle-aged consumers are more likely to be concerned about the nutritional content of food bars. A discussion can result in students arriving at a portrait of their target consumer: someone active and health-conscious, someone in their 40s, someone with higher than average income, most likely a professional who skips breakfast in order to rush to the office in the morning. Hence the case's title: The Commuter Bar.<br />
<br />
The details students discover will vary, and the librarian should be prepared to use whatever the students find--there is no right answer for the purposes of this case. Given the constraints of the instructional context, this process will not be rigorous. The librarian should stress to the students that the purpose of the activity is not to demonstrate how to decide on a product's positioning, but to gain familiarity with information sources that could help in such a project. <br />
<br />
<br />
== Second Resource ==<br />
<br />
Many students, hoping for low-hanging fruit, will be disappointed when they cannot find, or the library cannot provide, reports that are both current and address their product's particular niche. The best sources for more current and more narrowly focused information are news and trade publications, such as ''Nutraceuticals World''. The librarian can describe the differences between a trade or industry publication and news and scholarly publications. After a demonstration of an aggregator of such publications, such as Factiva, ABI/Inform, LexisNexis, or RDS Business & Industry, students should be given several minutes to search for articles containing information that further illuminates the market for food bars. One or two can then share what they have found.<br />
<br />
<br />
== Third Resource (Optional) ==<br />
<br />
With an understanding of the target consumer gleaned from their brief experiences with market research reports and trade journals (and perhaps some acknowledged assumptions), students can now consider how best to find or reach these consumers. The librarian can demonstrate a source for demographic information such as American Factfinder on the U.S. Census Bureau’s website (http://factfinder.census.gov/), a print resource like ESRI's ''Community Sourcebook of ZIP Code Demographics'', or a combined GIS and marketing tool like SimplyMap. For more efficient use of time the librarian should preselect two comparable geographies, such as Denver and Baltimore, and give the students several minutes to use the demonstrated resource to determine which place best reflects the characteristics of the target demographic.<br />
<br />
Alternatively, a tool like Simmons, MRI+, or SRDS could be demonstrated and then used to identify the media outlets in which advertisements would reach the target.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
Researching a market and positioning a product requires a significant investment of time and money. Students should be reminded that the approach taken during the case was quick, dirty, and riddled with assumptions. The purpose was not to teach students how best to accomplish these tasks (that is their professors' job), but to give them experience with information sources that would be useful in accomplishing these tasks.<br />
<br />
The librarian should take the opportunity to review key principles uncovered during the session, including the appropriate use and limitations of prepackaged market research reports, the distinction between primary and secondary research, and the kinds of information the library can provide.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: March 2, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in January 2010 can be downloaded [http://lib.byu.edu/sites/business/files/2010/01/BRC-market-research-Jan10.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=International_Marketing_-_Baby_Care&diff=451International Marketing - Baby Care2010-11-01T15:27:11Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The relative advantages between purchased information sources and those freely available on the Internet.<br />
* The ethical use of licensed content.<br />
* The effect of a nation's size and political economy on the quantity and quality of information available for a market.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
<br />
'''Resources:'''<br />
* A source for international market data and analysis.<br />
<br />
<br />
== Premise ==<br />
<br />
Through brand extension a company can leverage the power of an existing brand when entering a new product category. Kimberly-Clark has expanded their HUGGIES'''®''' Little Swimmers'''®''' swim-diapers brand to the baby sun care category, marketing a variety of sun screens for babies. They want to extend this success to other baby care products (hair care, skin care, sun care, etc.) and they want to do it globally. They figure they may as well start at the top of the alphabet, so they've hired you to help them decide what the prospects are for the baby care markets in Argentina compared to Azerbaijan.<br />
<br />
Note: This case uses Euromonitor's Global Market Information Database as the primary information source. Alternatives from the Economist Intelligence Unit, Marketline, Global Insight, and others may serve just as well. Or a piecemeal substitution could be used, with sources like the UNdata website for demographics (http://data.un.org/), and The U.S. Commercial Service Market Research Library for market research reports (http://www.buyusainfo.net/adsearch.cfm?search_type=int&loadnav=no).<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The arbitrary selection of two nations allows for more efficient exploration of international market research resources by narrowing the scenario's focus. The comparison also makes the problem more concrete and can be more plausibly addressed during a limited instruction session.<br />
<br />
A preliminary discussion of the types of information students believe would be helpful in resolving this scenario will likely revolve around demographics, consumer behavior, market data, and competitive intelligence. At this point the librarian can clarify the areas that will be addressed during the case (the first three) and those that will not (competitive intelligence).<br />
<br />
After obtaining a clearer picture of our information needs, I like to ask the students where they go when they need information. Common responses include the Internet, Google, or Wikipedia. This opens the door for a brief demonstration or discussion of the strengths and limitations of using the free Web for market research, in contrast to purchased or licensed resources. There is a wide variety of both free and paid resources relevant to this case, and the librarian cannot possibly cover them all. Instead, I prefer to focus in-depth on one, Euromonitor's Global Market Information Database (GMID) and provide a handout detailing others.<br />
<br />
<br />
== Demographics ==<br />
<br />
An obvious question when deciding whether to market baby care products in Argentina or Azerbaijan is which nation has more babies? After introducing students to the GMID interface, possibly preceded by a discussion of licensing restrictions and appropriate and ethical use of GMID content, the librarian can demonstrate the Future Demographics reports. The librarian can then ask the group whether Argentina or Azerbaijan exhibits more promising demographic trends. Students should have little difficulty in identifying Argentina as having a higher projected birth rate.<br />
<br />
<br />
== Consumer Behavior ==<br />
<br />
The librarian can now demonstrate the Consumer Lifestyle reports and allow the students time to explore these extensive reports for insights into consumer behavior that may be relevant to the case. Volunteers can report their discoveries and how they think that information is relevant to the case.<br />
<br />
<br />
== Market Research ==<br />
<br />
The librarian should now demonstrate how to search for statistics and reports about the baby care market in these nations. This may trigger a discussion of the language differences students might encounter when conducting international research. For instance, Euromonitor is a British company that uses the term "nappies" where Americans would use "diapers."<br />
<br />
This search can also lead to a discussion about the differences in the amount of content that is available for larger nations like Argentina than there is for smaller nations like Azerbaijan. For a more valid or effective comparison it may be desirable to switch from Azerbaijan to a larger nation from the same region, such as the Ukraine.<br />
<br />
In GMID the librarian can demonstrate how to manipulate the statistical displays, how to export data, and how to navigate reports. Students should then be given several minutes to explore GMID seeking information that will help them in deciding between the countries and identifying which segment of the baby care market (hair, skin, or sun care) holds most promise. Two or three students can share what they discover, which might include data like market sizes or it might include analysis, such as the opinion of Euromonitor's researchers that a low birth rate may not necessarily indicate low market potential in baby care since parents are more likely to lavish their resources on an only child.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
The librarian should also note the company reports and the comments on current trends available in GMID, or point students toward other resources for international company reports or market news. While the case can only be addressed at the most superficial level during a library instruction session, students should understand that the purpose of the case was not to teach them how to conduct an analysis, but how to conduct the research that would provide them with the information they would need in order to perform a proper analysis. To this end, it is beneficial to review the principles of information literacy that have been introduced, both those specific to the context of this case or GMID, and those with broader implications.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: March 6, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in February 2009 can be downloaded [http://lib.byu.edu/sites/business/files/2009/02/brc-international-marketing-feb09.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Global_Trade_and_Economics_-_Manufacturing_Medical_Instruments&diff=450Global Trade and Economics - Manufacturing Medical Instruments2010-11-01T15:26:05Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The kinds of economic information that are freely available on the Internet compared to those paid for by the library.<br />
* Ethical use of licensed information and alternative information sources post-graduation.<br />
* How to evaluate an information source's methodologies, authority, and bias.<br />
<br />
'''Resources:'''<br />
* A source for international demographic and economic data.<br />
* A source for reports and analysis of economic conditions in various nations.<br />
* A source for information on regulatory environments or the ease of doing business.<br />
<br />
<br />
== Premise ==<br />
<br />
You work for a multinational manufacturer of medical instruments and have been tasked with identifying a location to construct a new factory. You first task is to narrow your search to one or two nations with healthy economies and welcoming business environments.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The librarian should initiate a discussion where students brainstorm the kinds of information that would be helpful in addressing this scenario. Such a discussion will likely result in factors like economic growth and stability, political stability, trade relations, regulatory environments, a skilled workforce, etc. The librarian can lead the students in identifying the kinds of data that would indicate such factors, such as GDP for an indicator of economic growth and stability.<br />
<br />
Economic, demographic, and other indicators can be found in both free and fee-based sources. The librarian can describe the differences in the information available and the fact that many sources provide some information freely but charge for full data sets. When new resources are introduced it should be made clear which are freely available and which will no longer be accessible to students after graduation.<br />
<br />
It should be emphasized that the librarian is not teaching students how to best address the scenario, but how to use information sources that would be useful in addressing such a scenario. Assumptions and shortcuts may be necessary in order to more efficiently explore the resources, but students must understand that they would likely be inappropriate in an actual analysis.<br />
<br />
<br />
== First Resource ==<br />
<br />
Students may voice a need to obtain both data and analysis or commentary. The librarian can first demonstrate a source for raw data, such as the World Bank's World Development Indicators database, the freely available data at the UNdata website (http://data.un.org/), or the globalEDGE site hosted by Michigan State University (http://globaledge.msu.edu/). Students can be given several minutes to explore the resource on their own, with the objective of identifying nations that exhibit desirable characteristics, such as a stable economy or an educated workforce. One or two students should be invited to share their selections and their reasoning with the group.<br />
<br />
<br />
== Second Resource ==<br />
<br />
To better inform their own analysis students should consider work already published by others. In-depth reports and profiles of countries that examine a nation's economy, politics, and business climate are a good place to start. There are a number of publishers of such content. The librarian can list several and describe the differences in the kinds of topics they cover, their methodologies, and other relative strengths and weaknesses. Publishers of general reports, like the Economist Intelligence Unit, can be distinguished from publishers of more narrow reports, like the PRS Group's Political Risk Yearbook. Such reports can be obtained direct from publishers, but they are also aggregated in databases like EBSCO's Business Source Premier and LexisNexis Academic. The U.S. Commercial Service Market Research Library includes the Department of Commerce's popular and freely available Country Commercial Guides (http://www.buyusainfo.net/adsearch.cfm?search_type=int&loadnav=no).<br />
<br />
The librarian may mention several of these sources but should select one for demonstration. Students can be given several minutes to further explore it on their own, after which one or two can share the information they have found and believe to be relevant to the case.<br />
<br />
<br />
== Third Resource ==<br />
<br />
Students will likely have raised the need to identify nations with attractive business environments. The librarian can demonstrate a free resource that assesses and ranks nations' regulatory environments or economic freedom. Possibilities include the World Bank's Doing Business website (http://www.doingbusiness.org/), The Fraser Institute's Economic Freedom of the World project (http://www.freetheworld.com/), or The Heritage Foundation's Index of Economic Freedom (http://www.heritage.org/index/). This provides an opportunity to discuss methodologies and potential biases in sources like think tanks. The librarian can also highlight the differences in a nation's ranking depending on each source's methods.<br />
<br />
Students should be given time to explore the resource, after which volunteers can share their findings with the group.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
This case allows students to explore sources that use differing methodologies, with varying levels of authority and potential bias. The librarian should review these issues and other aspects of information literacy that were discussed during the session. Students will likely have mentioned information needs beyond what has been addressed. Providing them with a handout that outlines additional resources can alleviate pressure to try and squeeze too much information into the session.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: March 2, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in February 2009 can be downloaded [http://lib.byu.edu/sites/business/files/2009/02/brc-global-trade-and-econ-feb09.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Entrepreneurial_Marketing_-_The_Comic_Book_Guy&diff=449Entrepreneurial Marketing - The Comic Book Guy2010-11-01T15:24:18Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* The cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant sources and cope with the limitations of freely available information.<br />
<br />
'''Resources:'''<br />
* American Factfinder on the U.S. Census Bureau’s website (http://factfinder.census.gov/)<br />
* Bureau of Labor Statistics’ Consumer Expenditure Survey (http://www.bls.gov/cex/)<br />
* Pew Internet and American Life Project (http://www.pewinternet.org/)<br />
<br />
<br />
== Premise ==<br />
<br />
Large corporations and universities can afford premium sources of market research. But after graduation, if you go into business for yourself or work for a smaller company, what are your options? Herb Azaria wants to open a comic book store. He has some inventory in cardboard boxes in his garage, but he’ll need to convince some investors or a bank to fund his dream. And he’ll have to decide whether to open his store in Miami or to move back into his mother’s basement in Boston and open his store there.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
This case provides an opportunity to educate students about the cost of secondary market research. A Google search for market research on any given topic typically reveals a number of market research reports available for purchase at prices as high as several thousand dollars. However, there is a large amount of information freely available on the Internet through government agencies and other sources. Students can brainstorm the types of data that would help Herb write a convincing business plan and decide where to locate his store. The librarian can point out which of those data are available from free sources.<br />
<br />
<br />
== First Resource ==<br />
<br />
Students will likely identify demographics as one factor in the decision about where Herb should locate his store. The librarian can demonstrate American Factfinder on the U.S. Census Bureau’s website (http://factfinder.census.gov/) as a source for demographic data. Students may have identified young people as the target demographic, and they can now spend several minutes using American Factfinder to determine which city—Boston or Miami—has a higher population of young people and to identify possible reasons for this trend. The exercise may surprise some students: in 2006 37% of Boston’s population was 15 to 34 years old, compared to 26% of Miami’s, which is likely related to the fact that 13% of Boston’s population are college or graduate students, compared to 5% of Miami’s population. Unexpected discoveries like this reward students’ efforts and engage their interest.<br />
<br />
<br />
== Second Resource ==<br />
<br />
Knowing how much money people spend on comic books would help Herb build a business plan to impress potential investors or lenders. A good source for consumer spending data is the Bureau of Labor Statistics’ Consumer Expenditure Survey (http://www.bls.gov/cex/). Unfortunately, the data is insufficiently granular to address a niche category like comic books. This provides an opportunity for the librarian to discuss strategies for coping with such obstacles when conducting research. Students can then spend time exploring the Consumer Expenditure Survey or the American Time Use Survey (http://www.bls.gov/tus/) for information that, while not specific to comic books, might nevertheless prove useful. One or two students can present what they find and explain its relevance.<br />
<br />
<br />
== Third Resource (Optional) ==<br />
<br />
"Herb also wonders whether creating a website for his store is worth the expense."<br />
<br />
Free sources of relevant information might include E-commerce statistics from the Census Bureau’s E-Stats site (http://www.census.gov/eos/www/ebusiness614.htm) or data and reports from the Pew Internet and American Life Project (http://www.pewinternet.org/). After selecting and demonstrating a resource, students should be allowed time to explore it for relevant information, followed by one or two students presenting their opinions.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
While the challenges presented by this case cannot be resolved in an hour-long session, it is important to remember that the purpose of using case studies in library instruction is not to discover a correct answer for the case but to discover principles of information literacy and learn research strategies. A review of the resources covered and the types of information they offer provides an opportunity to underscore these learning outcomes.<br />
<br />
<br />
== Notes ==<br />
<br />
Humor helps engage students in this case, in which the protagonist can be playfully caricatured as a comic book geek.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: January 16, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in February 2010 can be downloaded [http://lib.byu.edu/sites/business/files/2010/02/BRC-free-research-Feb101.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Building_a_Company_List_-_Trucking_in_Texas&diff=448Building a Company List - Trucking in Texas2010-11-01T15:20:44Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The distinction and relative advantages between information freely available on the Internet and information available at a price.<br />
* How to use industry classification systems and cope with their limitations.<br />
* How to evaluate the coverage, methodologies, sources, and functionality of resources for company information.<br />
* The effect of company size, home nation, and whether it is publicly traded on the quantity and quality of information available.<br />
<br />
'''Resources:'''<br />
* Two sources for company information that can be used to generate lists of companies meeting parameters of size, location, industry, etc.<br />
<br />
<br />
== Premise ==<br />
<br />
This case takes a more focused look at a single type of information resource: "Your team is performing a competitive analysis for a freight trucking company headquartered in El Paso, Texas. Your current task is to create a list of local competitors and lists of top competitors across the United States and Mexico."<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The limitations of Internet searches and online yellow pages can be demonstrated as part of a discussion about what kinds of information should be included in such a company list. Beyond company name and address, students will likely mention revenue, assets, number of employees, market capitalization, major shareholders, and so on. They may also mention industry-specific data, like operating territory and fleet size, which would provide an opportunity to discuss the limitations of general sources of company information and the potential for more industry-specific sources of information.<br />
<br />
<br />
== Resources ==<br />
<br />
There are a number of databases with company information that can be used to create lists of companies that meet given search parameters. Examples include Hoover's, Reference USA, LexisNexis, and Bureau van Dijk's Mint Global database. The purpose of this case is to introduce students to two or three of these and allow them to compare and contrast the different tools.<br />
<br />
<br />
== Exercises ==<br />
<br />
In this case the first task may be to identify an appropriate industry code to use in searching the databases. The U.S. Census Bureau's North American Industry Classification System (NAICS) website is useful for this (http://www.census.gov/eos/www/naics/). Industry classification systems will be new to many students, and this is an opportunity to introduce concepts related to the organization of information, particularly because a wide variety of NAICS codes could be applied to this industry depending on how much granularity a researcher wants in their searches.<br />
<br />
Brief demonstrations of the company databases can be followed by exercises in which students discover how many freight trucking companies each database lists for the El Paso region, the United States, and Mexico. The variance in the number each database reports leads to a discussion about how each database gathers data and the possible inclusion of branch locations, subsidiaries, and companies for whom freight trucking is only a secondary line of business. The variance can also lead to a discussion of the extent of each database's coverage of local, national, and international companies.<br />
<br />
Students should compare entries for a specific company across each database, allowing for discussion of further differences in how each gathers and reports data. Entries for different types of companies should also be compared in order to trigger a discussion of the three factors that govern how much information is available on a company and how reliable it is: whether it is a public or private company, how large it is, and how transparent the financial systems are in the company's home nation.<br />
<br />
Finally, the librarian can demonstrate additional screening criteria and features for company comparisons, analysis, and exporting, printing, or saving company lists. <br />
<br />
<br />
== Wrap Up ==<br />
<br />
The tight focus of this case allows for a deeper exploration of a specific kind of database, but it will likely leave students wondering where to turn for other kinds of related information. After reviewing the session's learning outcomes, the librarian can briefly outline the kinds of resources that might supply such related information. This overview can be accomplished more thoroughly through handouts.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: February 9, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in September 2010 can be downloaded [http://lib.byu.edu/sites/business/files/2010/09/BRC-whos-the-competition-handout-Sep10.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Terms_of_Use_and_Copyright&diff=447Terms of Use and Copyright2010-04-02T16:11:18Z<p>Nas27: </p>
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Any participation or contribution to the Library Instruction Case Wiki indicates the user's acceptance of these terms.<br />
Read the full terms of this license at [http://creativecommons.org/licenses/by-nc-sa/3.0/us/ Creative Commons].<br />
Email questions to [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=About_the_Library_Instruction_Case_Wiki&diff=446About the Library Instruction Case Wiki2010-04-02T16:10:15Z<p>Nas27: </p>
<hr />
<div>== Mission ==<br />
<br />
The purpose of the Library Instruction Case Wiki (LICW) is to promote and facilitate the application of case method teaching in library and information literacy instruction.<br />
<br />
Teaching with cases is widespread in legal, business, and medical fields, and has been shown to increase both learning and enthusiasm in students. Case teaching is a problem-based approach to active learning, concepts that are increasing prominent in the library field. (See the [[Annotated Bibliography]] for further reading.)<br />
<br />
Although case teaching is more effective, it also requires more preparation on the part of the instructor. By making cases we have developed for instruction available on this site we hope more librarians will be encouraged to experiment with the case method. We also hope to encourage discussion and research on the topic of case teaching.<br />
<br />
==[[What is Case-Based Library Instruction?]]==<br />
<br />
<br />
== How You Can Become Involved ==<br />
<br />
We encourage you to take and use the case studies available on this site in your own library instruction efforts. Feel free to adapt them to your needs and to the resources available to you, and to share them with others (see [https://lib.byu.edu/casewiki/index.php/Terms_of_Use_and_Copyright terms of use]).<br />
<br />
We also hope that you will develop your own case studies and choose to post them here so that others can benefit from your work. Learn [[How to Contribute Cases]].<br />
<br />
Whether or not you contribute your own cases, we want to hear from you. [mailto:casewiki@lib.byu.edu Email] your stories, or make comments using the discussion tab at the top of every page on this site.</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Welcome_to_the_Library_Instruction_Case_Wiki&diff=445Welcome to the Library Instruction Case Wiki2010-01-08T20:57:26Z<p>Nas27: Undo revision 444 by Cryp18 (Talk) for spam</p>
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<div>We hope you find the guides and case studies collected here helpful, and we invite you to contribute by discussing your experiences on the discussion page for each case study, and by submitting case studies you have developed and used in your own instructional efforts. To add content you must create a log in. You can do so [https://lib.byu.edu/casewiki/index.php?title=Special:UserLogin&type=signup here]. Or you can send an email to [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu]<br />
<br />
<br />
== Case Studies ==<br />
(The print and electronic resources suggested by case authors for use in cases should be considered examples only and do not constitute an endorsement of any specific product.)<br />
<br />
=== Cases for Advanced Business Students ===<br />
* [[Building a Company List - Trucking in Texas]]<br />
* [[Determining Market Size - Infant Formula]]<br />
* [[Entrepreneurial Marketing - The Comic Book Guy]]<br />
* [[Global Trade and Economics - Manufacturing Medical Instruments]]<br />
* [[International Business - Launching the Wii]]<br />
* [[International Marketing - Baby Care]]<br />
* [[Market Research - The Commuter Bar]]<br />
* [[Securities Analyst Reports - The NPO Portfolio]]<br />
<br />
=== Cases for Beginning Students in Any Discipline ===<br />
* [[Freshman Research Paper - The Courtship Rituals of College Students]]<br />
* [[Research for a Position Paper - Globalization]]<br />
<br />
<br />
== Want to submit your own case studies? ==<br />
Follow this guide to learn [[How to Contribute Cases]], and save often!<br />
<br />
<br />
== Learn More About Case-Based Instruction ==<br />
<br />
[[What is Case-Based Library Instruction?]]<br />
<br />
[[About the Library Instruction Case Wiki]]<br />
<br />
[[Annotated Bibliography]]<br />
<br />
[[Terms of Use and Copyright]]<br />
<br />
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__NOTOC__</div>Nas27https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=443What is Case-Based Library Instruction?2009-12-18T17:57:05Z<p>Nas27: </p>
<hr />
<div>== Origins ==<br />
<br />
[[Image:LetyandAndy.jpg|left|Leticia Camacho and Andy Spackman teaching a Business Research Clinic]]<br />
[[Image:BRCposter.jpg|200px|right|A poster promoting a Business Research Clinic]]Andy Spackman and Leticia Camacho began experimenting with case teaching at Brigham Young University's Marriott School of Management in September 2007. Without a physical presence in the business school we spend much of our effort on outreach, for which library instruction has proven most effective. By 2007 we were conducting over 120 instructional sessions per year, with over 3,000 participants. These sessions were primarily integrated into specific courses, including a mandatory session in the communications class required of all business school students. And yet students continued to express a need for additional opportunities for formal library instruction in specific topics. To meet this need we launched a series of extracurricular, open-door clinics modeled after the clinics at The Home Depot stores. (See a schedule of recent clinics [http://www.lib.byu.edu/business/the-business-research-clinics/ here].)<br />
<br />
These "Business Research Clinics" have been a success, with 637 students and faculty attending 48 clinics during the first two years. Our approach evolves as we learn more about promoting library instruction where attendance is voluntary, and based on early student feedback we began to use cases in our teaching. The case method is familiar to business students who commonly encounter it in their regular coursework. Adapting this pedagogical model to library instruction has made us much more effective in connecting with our students and faculty and makes principles of information literacy more relevant to them.<br />
<br />
Attendee satisfaction ratings for clinic content average almost 5% higher for clinics taught using the case method, and an independent samples t-test shows that this increase is statistically significant at a 95% confidence level. Anecdotal evidence has also been encouraging, with both students and faculty specifically commenting on the value added by the case method. We continue to research the impact of case teaching and will add citations for our findings as they are published.<br />
<br />
For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see:<br />
<br />
*Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in ''Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings'', edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].<br />
<br />
* Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". Slides for this presentation can be viewed here: [[Media:Mpla09.pdf]]<br />
<br />
* Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (2009): 548-554. ([http://dx.doi.org/10.1016/j.acalib.2009.08.005 Published version], [http://hdl.lib.byu.edu/1877/2114 Pre-print version])<br />
<br />
<br />
== Concept ==<br />
<br />
Teaching with cases is widespread in legal, business, and medical fields, and has been shown to increase both learning and enthusiasm in students. Case teaching is a problem-based approach to active learning, concepts that are increasing prominent in the library field. (See the [[Annotated Bibliography]] for further reading.)<br />
<br />
The purpose of case teaching as practiced in business schools is to immerse students in a complex situation in which they can apply the tools they have acquired. Unfortunately, typical business school case studies do not provide a good pattern for library instruction because they are self-contained (i.e., they include all pertinent information), and students are often prohibited from looking at outside information sources.<br />
<br />
Case-based library instruction inverts this model. The case itself consists of a brief problem statement built around a narrative structure. This storytelling element captures student interest and accentuates the inductive and constructivist nature of learning through cases. The focus is on identifying what kinds of information would meet the needs of the case and exploring library and Internet resources to obtain such information. The objective is not to teach students how to conduct an analysis (that’s their professors’ job), but how to gather and assess the information they would need for an analysis.<br />
<br />
Teaching with cases requires significant additional preparation on the part of the librarian. While the case itself may be simple, the librarian must create a scenario that students find compelling, that leads naturally to discussions about principles of information literacy, and that will highlight the resources the librarian wishes to introduce. To achieve this, the librarian needs to be familiar with the information needs students regularly encounter in their coursework and which they may anticipate in their future careers. Furthermore, because case studies allow students greater freedom in their problem solving, the flow of an instruction session may take unexpected turns, which requires librarians to spend much more time researching the scenario prior to an instruction session than the students will spend researching during the instruction session. Such intense preparation may increase the temptation to show students the laundry list of everything library has to offer, but the instructor must resist this tendency.<br />
<br />
<br />
== Case Teaching and Information Literacy ==<br />
<br />
The case teaching method allows principles of information literacy, as defined by the Association of College and Research Libraries’ ''Information Literacy Competency Standards for Higher Education''[http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm], to be introduced naturally. <br />
<br />
# After explaining the premise of the case, librarians should lead a preliminary discussion in which students "[determine] the nature and extent of the information needed" (Standard One). <br />
# Through a sequence of demonstrations and exercises, students gain experience "[accessing] needed information effectively and efficiently" (Standard Two). <br />
# This interactive process provides opportunities for the librarian to help students "[evaluate] information and its sources critically" in the context of scenarios they might face in their future careers (Standard Three). <br />
# The problem-based nature of case studies makes it possible for one-time library instruction sessions to achieve Standard Four: "The information literate student . . . [uses] information effectively to accomplish a specific purpose," and this outcome can be demonstrated by requiring students to present their findings to their peers. <br />
# Students often raise questions related to copyright, licensing restrictions, and access after graduation during the preliminary discussion or the wrap-up, allowing the librarian to address the ethical, legal, and socio-economic issues revolving around information use (Standard Five). <br />
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==[[About the Library Instruction Case Wiki]]==</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Annotated_Bibliography&diff=442Annotated Bibliography2009-12-18T17:46:40Z<p>Nas27: </p>
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<div>What follows is a bibliography and list of sources that provide background information and research about case-based and related teaching methods.<br />
<br />
<br />
== '''Bibliography''' ==<br />
<br />
<br />
=== Business Literature ===<br />
<br />
* Louis B. Barnes, C. Roland Christensen, and Abby J. Hansen, ''Teaching and the Case Method'', 3rd ed. (Boston: Harvard Business School Press, 1994).<br />
::An in-depth manual resulting from a long running seminar program intended "to help case method instructors become more adept in their craft." Includes cases describing classroom situations.<br />
<br />
* P. C. Bell and C. H. von Lanzenauer, "Teaching Objectives: The Value of Using Cases in Teaching Operational Research," ''Journal of the Operational Research Society'' 51, no. 12 (2000): 1367-1377.<br />
<br />
* Franz Böcker, "Is Case Teaching More Effective than Lecture Teaching in Business Administration? An Exploratory Analysis," ''Interfaces'' 17, no. 5 (1987): 64-71.<br />
::Böcker's experimentation determines that "case teaching is more effective than lecture teaching with regard to attaining cognitive as well as motivational aims in the classroom."<br />
<br />
* Robert Bruner, "Why Do We Discuss Cases?" Dean’s Blog, Robert Bruner, Dean Darden School of Business. (January 1, 2008) Available: [http://www.darden.virginia.edu/html/deansblog.aspx?id=12694 http://www.darden.virginia.edu/html/deansblog.aspx?id=12694] (December 5, 2008).<br />
::A brief description about the case method and the importance learning management skills through an MBA program. Bruner discusses the seven key ways that a great MBA program should strengthen your skills such as the "capacity to think critically," "ethical intuition," and "pragmatism."<br />
<br />
* Ram Charan, "Classroom Techniques in Teaching by the Case Method," ''Academy of Management Review'' 1, no. 3 (1976): 116-123.<br />
::Charan looks deeply into what techniques must be used to teach the case method effectively. He explains that the "teaching process must effectively integrate the course design, class preparation, and conduct of each class sessions for the quality of each session is dependent upon the design and the classroom pedagogy."<br />
<br />
* J. J. Cochran, "Introductory Business OR Cases: Successful Use of Cases in Introductory Undergraduate Business College Operational Research Courses," ''Journal of the Operational Research Society'' 51, no. 12 (2000): 1378-1385.<br />
<br />
* David A. Garvin, "Making the Case: Professional Education for the World of Practice," ''Harvard Magazine'' 107 (September–October 2003): 56-65.<br />
::A brief overview of the development of case-based teaching in legal, business, and medical contexts at Harvard University. A thorough exploration of case-method teaching in the professional schools.<br />
<br />
* I. Georgiou, C. Zahn, and B. J. Meira, "A Systemic Framework for Case-Based Classroom Experiential Learning," ''Systems Research and Behavioral Science'' 25, no. 6 (2008): 801-819.<br />
<br />
* Edward A. Henninger and Janet McNeil Hurlbert, "Critical Thinking and Information Across the Undergraduate Business Curriculum," ''Journal of Business & Finance Librarianship'' 2, no. 1 (1996): 29-40.<br />
::To prepare for the real world, business students need to be able to monitor, analyze and interpret data and their sources, and this may best be accomplished through the development of a cooperative assignment and workshop wit the college library. Utilizing active learning techniques, the marriage of critical thinking and information retrieval in an undergraduate business program is integrated into a typically quantitative course offering. An instructional services librarian and a business faculty member collaborate to create an assignment designed to help students gain confidence in using print and automated resources and understand applications of particular business models while furthering their critical thinking abilities. This article presents a model assignment, outlines a library workshop, and offers an evaluation of the project. <br />
<br />
* Louise A. Mauffette-Leenders, James A. Erskine, and Michiel R. Leenders, ''Learning with Cases'', 2nd Ed. (London, Ontario: Ivey Publishing, 2001).<br />
::"This book is about learning by the case method. Written from a student perspective, it focuses on learning fast and effectively. Provides in-depth coverage of the three stage learning process: (1) individual preparation; (2) small group discussion; and (3) large group discussion. It also gives useful aids through the Case Difficulty Cube, the Short and Long Cycle Processes of individual preparation, the Case Preparation Chart; and suggestions for small and large group effectiveness as well as case presentations, reports and exams. This text focuses on a professional and ethical approach to learning, invaluable for those who wish to distinguish themselves in their future career."<br />
<br />
=== Library Literature ===<br />
<br />
<br />
* Michael Pelikan, "Problem-Based Learning in the Library: Evolving a Realistic Approach," ''Portal: Libraries and the Academy'' 4, no. 4 (2004): 509-520.<br />
::This article examines issues encountered over a two-year period by a faculty librarian at the Penn State University Libraries while developing and delivering course-related library instruction employing problem-based learning (PBL) in the First-Year Seminar (FYS) of the Penn State School of Information Sciences and Technology (IST). The process of curriculum development involved close cooperation between the school's instructional designers, faculty, and the libraries' faculty. Findings regarding the practical aspects of delivering information literacy instruction using PBL are discussed, including the issues of transitioning to PBL from more traditional forms of course-related library instruction. The evolution of the instructional goals is expressed in the terminology of the Association of College and Research Libraries (ACRL) "Information Literacy Competency Standards for Higher Education."<br />
<br />
* Loanne Snavely, "Making Problem-Based Learning Work: Institutional Challenges," ''Portal: Libraries and the Academy'' 4, no. 4 (2004): 521-531.<br />
::This article on problem-based learning (PBL) explores the advantages of its use as a teaching/learning strategy for introducing information literacy to students. The author reviews the various methods presented in the literature for integrating PBL and information literacy, examines the unique challenges PBL presents for instructors, librarians, library instruction programs, and institutions, as well as presents methods for library administrators to support these efforts. This is fourth in a series on PBL and the library.<br />
<br />
* Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in ''Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings'', edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009).<br />
::Discussion of the origin and implementation of the Business Research Clinics and the application of case method learning at Brigham Young University.<br />
<br />
* Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (2009): 548-554. ([http://dx.doi.org/10.1016/j.acalib.2009.08.005 Published version], [http://hdl.lib.byu.edu/1877/2114 Pre-print version])<br />
::The authors describe the use of case studies in a program of extracurricular library instruction and explain the benefits of case teaching in developing information literacy. The paper presents details of example cases and analyzes surveys to evaluate the impact of case teaching on student satisfaction.<br />
<br />
* Larry Spence, "The Usual Doesn’t Work: Why We Need Problem-Based Learning," ''Portal: Libraries and the Academy'' 4, no. 4 (2004): 485-493.<br />
::Difficult to teach and learn, information literacy is a set of skills and knowledge that must be mastered through practice. Advances in the learning sciences reveal that students are not receptacles for wisdom deposits. They decide what they will learn. Problem-based learning exploits that insight. It calls for faculty/librarian collaborations. The following articles recount the steps in one such collaboration. Beginning with this article, they in turn, formulate the problem, design a plausible solution, apply that solution, and explore the implications of the process for libraries, librarians, and their resources.<br />
<br />
* Debora Cheney, "Problem-Based Learning: Librarians as Collaborators and Consultants," ''Portal: Libraries and the Academy'' 4, no. 4 (2004): 495-508.<br />
::Problem-based learning (PBL) presents an opportunity for librarians and instructors to collaborate on designing learning experiences that will allow students to acquire information-gathering skills as part of their subject curriculum. This article describes a pilot course that incorporated PBL in the School of Information Sciences and Technology (IST) First-Year Seminar (FYS). The focus was on using questions to solve problems, evaluating information resources, using appropriate research and information sources to answer a research question, and defining course expectations for information gathering. The process of how the instructor and librarian worked to develop an appropriate learning experience, lessons learned, and the advantages of PBL are described. The article is second in a series of articles describing the instructor perspective (Larry Spence), later developments in the same course (Michael Pelikan), and the role of the libraries' instruction programs in furthering such approaches (Loanne Snavely).<br />
<br />
* Annie Downey, Lilly Ramin, and Gayla Byerly, "Simple Ways to Add Active Learning to Your Library Instruction," ''Texas Library Journal'' 84, no. 2 (2008): 52-54.<br />
::This article discusses the importance of student's active participation in information literacy sessions. For example, they disscused how adding a worksheet to their session increased retention for 11% to 38% for catalog searching skills.<br />
<br />
==== ''Instructor Literature'' ====<br />
<br />
* Linda Carder, Patricia Willingham, and David Bibb, "Case-Based, Problem-Based Learning: Information Literacy for the Real World." ''Research Strategies'' 18, no. 3 (2001): 181-190.<br />
::Case-based, problem-based learning (CBPBL) is a student-centered approach that uses tightly focused minicases to help students demonstrate their ability to identify their information needs. It has been used successfully in science and medical learning, and lends itself easily to helping students develop the critical thinking skills that lead to information literacy. In this approach, after students are provided with a minicase, they control the chalkboard and direct their own learning by initiating the topics and setting the agenda that will lead to solving the case. The instructor’s task is to serve as a facilitator, asking questions only when it serves to help clarify students’ thinking, and guiding group processes when necessary. <br />
<br />
* Paul Frantz, "A Scenario-Based Approach to Credit Course Instruction," ''Reference Services Review'' 30, no. 1 (2002): 37-42.<br />
::What would a library credit course look like if the syllabus and course content were based on the type of daily questions that undergraduate students regularly present to librarians at the reference desk? The scenario-based approach to credit course instruction integrates such real-life situations into its syllabus. Examples of such scenarios include determining if a library owns materials on a reading list or bibliography; using a subject-specific database to find articles from peer-reviewed journals; finding reviews of books on a reading list; "packaging" a list of citations and then sending it via e-mail to a home account; and creating a personalized "library gateway" through a Web authoring exercise. This article includes the advantages and disadvantages of this approach, and student evaluations from such a course.<br />
<br />
* Barbara Ferrer Kenney, "Revitalizing the One-Shot Instruction Session Using Problem-Based Learning," ''Reference & User Services Quarterly'' 47, no. 4 (2008): 386-391.<br />
::Problem-based learning (PBL) provides the theoretical framework for a learner-centered active instructional experience that relies on collaboration, critical thinking, and hands-on interaction with resources. When used in a one-shot session, PBL challenges the instruction librarian to strengthen and renew their pedagogical skills. Sessions are lively and provide the opportunity for students and faculty to experience library instruction in a new and dynamic way. PBL and information literacy are ideal partners with limitless possibilities for enhanced library instruction.<br />
<br />
* Sara Kim et al, "A Conceptual Framework for Developing Teaching Cases: A Review and Synthesis of the Literature Across Disciplines," ''Medical Education'' 40, no. 9 (2006): 867-876.<br />
<br />
* Patricia R. Krajewski and Vivienne B. Piroli, "Something Old, Something New, Something Borrowed, Something Blue: Active Learning in the Classroom," ''Journal of Library Administration'' 36, no. 1/2 (2002): 177-194.<br />
::Shippensburg University Library has created an online Information Literacy skills tutorial for freshman College Writing students, called Ship to Shore. This tutorial makes use of the distance education software BlackBoard. The primary areas addressed in the planning and creation of the tutorial were the past experiences of Shippensburg University and other universites in creating such tutorials. ACRL Information Literacy standards, the input of Ship's College Writing faulty, and the BlackBoard software itself. <br />
<br />
* Alexius Smith Macklin, "Integrating Information Literacy Using Problem-Based Learning," ''Reference Services Review'' 29, no. 4 (2001): 306-313.<br />
::Teaching information literacy skills is increasingly difficult as the number of students entering the university demonstrate an extraordinary confidence using technology. Students and subject area faculty often do not grasp the subtle difference between being technology proficient and being information literate. Some faculty are even beginning to dismiss library instruction by saying "my students already know how to use the Internet". This paper introduces a new method for teaching essential information literacy skills, combined with problem solving techniques, to develop, promote, and assess critical and analytical thinking of students further (and faculty) using information technologies today.<br />
<br />
* Roldan Malu and Yuhen Diana Wu, "Building Context-based Library Instruction," ''Journal of Education for Business'' 79, no. 3 (2004): 323-327.<br />
::Information overload and rapid technology changes are among the most significant challenges to all professions, particularly information technology workers and librarians. Little is known about the effectiveness of partnerships among librarians and faculty members that result in context-based library instruction. In this study, the authors evaluated one particular partnership focused on improving the information competence of management information systems undergraduates. A comparison of pre- and postlibrary-instruction surveys showed that students developed greater confidence with course activities and higher standards in research.</div>Nas27https://casewiki.lib.byu.edu/index.php?title=What_is_Case-Based_Library_Instruction%3F&diff=441What is Case-Based Library Instruction?2009-12-18T17:45:38Z<p>Nas27: </p>
<hr />
<div>== Origins ==<br />
<br />
[[Image:LetyandAndy.jpg|left|Leticia Camacho and Andy Spackman teaching a Business Research Clinic]]<br />
[[Image:BRCposter.jpg|200px|right|A poster promoting a Business Research Clinic]]Andy Spackman and Leticia Camacho began experimenting with case teaching at Brigham Young University's Marriott School of Management in September 2007. Without a physical presence in the business school we spend much of our effort on outreach, for which library instruction has proven most effective. By 2007 we were conducting over 120 instructional sessions per year, with over 3,000 participants. These sessions were primarily integrated into specific courses, including a mandatory session in the communications class required of all business school students. And yet students continued to express a need for additional opportunities for formal library instruction in specific topics. To meet this need we launched a series of extracurricular, open-door clinics modeled after the clinics at The Home Depot stores. (See a schedule of recent clinics [http://www.lib.byu.edu/business/the-business-research-clinics/ here].)<br />
<br />
These "Business Research Clinics" have been a success, with 637 students and faculty attending 48 clinics during the first two years. Our approach evolves as we learn more about promoting library instruction where attendance is voluntary, and based on early student feedback we began to use cases in our teaching. The case method is familiar to business students who commonly encounter it in their regular coursework. Adapting this pedagogical model to library instruction has made us much more effective in connecting with our students and faculty and makes principles of information literacy more relevant to them.<br />
<br />
Attendee satisfaction ratings for clinic content average almost 5% higher for clinics taught using the case method, and an independent samples t-test shows that this increase is statistically significant at a 95% confidence level. Anecdotal evidence has also been encouraging, with both students and faculty specifically commenting on the value added by the case method. We continue to research the impact of case teaching and will add citations for our findings as they are published.<br />
<br />
For further discussion of the origin and implementation of the Business Research Clinics and the introduction of case teaching, see Andy Spackman and Leticia Camacho, "Integrated, Embedded, and Case-Based: Selling Library Instruction to the Business School," in ''Librarian as Architect: Planning, Building and Renewing: Thirty-Sixth National LOEX Library Instruction Conference Proceedings'', edited by Brad Sietz, Susann deVries, Sarah Fabian, Suzanne Gray, & Robert Stevens (forthcoming from Ypsilanti, MI: LOEX Press, 2009). You can view the slides from the associated presentation [http://www.loexconference.org/2008/presentations/SpackmanCamachoLOEX08.pdf here].<br />
<br />
Andy and Leticia also presented at the KLA/MPLA joint conference in Wichita, Kansas, April 2, 2009, "Case-Based: Selling Instruction to the Business School". Slides for this presentation can be viewed here: [[Media:Mpla09.pdf]]<br />
<br />
See also Andy Spackman and Leticia Camacho, "Rendering Information Literacy Relevant: A Case-Based Pedagogy," ''The Journal of Academic Librarianship'' 35, no. 6 (2009): 548-554. ([http://dx.doi.org/10.1016/j.acalib.2009.08.005 Published version], [http://hdl.lib.byu.edu/1877/2114 Pre-print version])<br />
<br />
<br />
== Concept ==<br />
<br />
Teaching with cases is widespread in legal, business, and medical fields, and has been shown to increase both learning and enthusiasm in students. Case teaching is a problem-based approach to active learning, concepts that are increasing prominent in the library field. (See the [[Annotated Bibliography]] for further reading.)<br />
<br />
The purpose of case teaching as practiced in business schools is to immerse students in a complex situation in which they can apply the tools they have acquired. Unfortunately, typical business school case studies do not provide a good pattern for library instruction because they are self-contained (i.e., they include all pertinent information), and students are often prohibited from looking at outside information sources.<br />
<br />
Case-based library instruction inverts this model. The case itself consists of a brief problem statement built around a narrative structure. This storytelling element captures student interest and accentuates the inductive and constructivist nature of learning through cases. The focus is on identifying what kinds of information would meet the needs of the case and exploring library and Internet resources to obtain such information. The objective is not to teach students how to conduct an analysis (that’s their professors’ job), but how to gather and assess the information they would need for an analysis.<br />
<br />
Teaching with cases requires significant additional preparation on the part of the librarian. While the case itself may be simple, the librarian must create a scenario that students find compelling, that leads naturally to discussions about principles of information literacy, and that will highlight the resources the librarian wishes to introduce. To achieve this, the librarian needs to be familiar with the information needs students regularly encounter in their coursework and which they may anticipate in their future careers. Furthermore, because case studies allow students greater freedom in their problem solving, the flow of an instruction session may take unexpected turns, which requires librarians to spend much more time researching the scenario prior to an instruction session than the students will spend researching during the instruction session. Such intense preparation may increase the temptation to show students the laundry list of everything library has to offer, but the instructor must resist this tendency.<br />
<br />
<br />
== Case Teaching and Information Literacy ==<br />
<br />
The case teaching method allows principles of information literacy, as defined by the Association of College and Research Libraries’ ''Information Literacy Competency Standards for Higher Education''[http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm], to be introduced naturally. <br />
<br />
# After explaining the premise of the case, librarians should lead a preliminary discussion in which students "[determine] the nature and extent of the information needed" (Standard One). <br />
# Through a sequence of demonstrations and exercises, students gain experience "[accessing] needed information effectively and efficiently" (Standard Two). <br />
# This interactive process provides opportunities for the librarian to help students "[evaluate] information and its sources critically" in the context of scenarios they might face in their future careers (Standard Three). <br />
# The problem-based nature of case studies makes it possible for one-time library instruction sessions to achieve Standard Four: "The information literate student . . . [uses] information effectively to accomplish a specific purpose," and this outcome can be demonstrated by requiring students to present their findings to their peers. <br />
# Students often raise questions related to copyright, licensing restrictions, and access after graduation during the preliminary discussion or the wrap-up, allowing the librarian to address the ethical, legal, and socio-economic issues revolving around information use (Standard Five). <br />
<br />
<br />
==[[About the Library Instruction Case Wiki]]==</div>Nas27https://casewiki.lib.byu.edu/index.php?title=How_to_Contribute_Cases&diff=440How to Contribute Cases2009-12-15T20:07:50Z<p>Nas27: </p>
<hr />
<div>== Brainstorming Your Case ==<br />
<br />
[https://lib.byu.edu/casewiki/images/7/70/CaseWorksheet.pdf This worksheet] can help organize your thinking as you develop your case.<br />
<br />
<br />
== Five Easy Steps for Posting Your Case ==<br />
<br />
First, one piece of advice: '''Save often!''' Nothing ruins your day like seeing a couple hours of work evaporate in a puff of internet smoke.<br />
<br />
# Log in. You can create a log in [https://lib.byu.edu/casewiki/index.php?title=Special:UserLogin&type=signup here]. Or you can send an email to [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu].<br />
# Enter the title of your case in the main search box. This results in a screen that says there is no page with that title, with a link you can click on to "create this page." Case titles should follow a TOPIC - TITLE format, for example, "International Business - Launching the Wii"<br />
# After clicking on "create this page" you will be taken to a page where you can input the text of your case. See below for more information on structure and formatting.<br />
# Click on "Save Page" and you're done. You may also want to click on the "Watch" tab at the top, which will send you email notification if your case is ever edited by someone else.<br />
# Go to the home page and click on the "Edit" tab at the top. Scroll down and insert a link to your case among the other cases, in alphabetical order. If this makes you nervous, just [mailto:casewiki@lib.byu.edu email] us and we'll happily do it for you.<br />
<br />
Please read the [[Terms of Use and Copyright]] before contributing to the Library Instruction Case Wiki.<br />
<br />
<br />
== Case Structure ==<br />
<br />
Most cases should follow this basic structure, and any case on the Library Instruction Case Wiki can serve as a model:<br />
<br />
* '''Learning Outcomes:''' The elements of discipline-specific information literacy and the specific resources or skills that students should gain from the case.<br />
<br />
* '''Premise:''' The scenario or story behind the case. This is typically brief and simple, but generates interest for students because it represents problems or situations they are already familiar with or expect to encounter later in their careers or education. Interest can also be generated through humor or by linking the scenario to current events.<br />
<br />
* '''Preliminary Discussion:''' After introducing the premise, the librarian should lead a preliminary discussion in which students can identify the information needs inherent in the case. In writing your case you can make suggestions here as to how the librarian might use such a discussion to introduce various principles of information literacy, especially in guiding students to research strategies appropriate for the case. Librarians should also be reminded to communicate objectives to students, namely that determining the correct solution to the case may not be as important as exploring resources, principles, and strategies that would be useful in addressing the case.<br />
<br />
* '''Resources:''' <br />
** The body of the case should be occupied by a cycle of exercises where the librarian introduces a resource that meets an information need expressed in the preliminary discussion and introduces additional concepts of information literacy related to it.<br />
** The librarian challenges the students to experiment with the resource for several minutes, with a specific objective, such as identifying data that would assist in deciding the case scenario. <br />
** A small number of students should share what they have found with the rest of the group and explain their reasoning. <br />
<br />
:This cycle can be repeated with one to three more resources. However, the temptation to introduce every relevant resource must be resisted. Librarians should use laundry lists to provide their laundry lists (i.e. handouts). Only by focusing on a small number of key resources does the librarian have enough time to both introduce concepts of information literacy and to make learning active with hands-on, purposeful exercises.<br />
<br />
:Note that certain cases may follow a different pattern. For instance, [[Building a Company List - Trucking in Texas]] focuses on comparing only two resources, thought he cyclical structure of the case is preserved through the exercises.<br />
<br />
:Note also that while you may mention specific resources as appropriate for use in the case, it is wise to mention alternatives since library holdings, subscriptions, and licenses vary. Nor should cases endorse or be interpreted as endorsing any specific resource.<br />
<br />
* '''Wrap Up:''' Include any summary principles or suggestions for librarians conducting your case. The librarians themselves should use the Wrap Up to review the strategies and principles learned during the case and point students to further resources or strategies, lest the artificial constraints of the library instruction context create in students a habit of quick or narrow research practices.<br />
<br />
* '''Submitted By:''' Enter your name, position, institution, and email address (required). You must also enter "Originally Submitted: Month, Day, Year." You may also enter other contact information and links to handouts you may have used with the case.<br />
<br />
<br />
== Formatting Tips ==<br />
<br />
The easiest way to format a case is to use the [[Case Template]]. Click on the "Edit" tab at the top. Copy the text of the template, then return to the home page, create the new page, and paste the copied template. To see how a particular bit of formatting was accomplished in an existing case you may click on its "Edit" tab--but be careful not to accidentally make changes to the existing case.<br />
<br />
Some basic tips follow, you may also refer to the MediaWiki [http://meta.wikimedia.org/wiki/Help:Contents User's Guide] for more information.<br />
<br />
'''Bold:''' Type <span style="color:#006400"><nowiki>'''Bold text'''</nowiki></span> to get '''Bold text'''<br />
<br />
'''Italics:''' Type <span style="color:#006400"><nowiki>''Italic text''</nowiki></span> to get ''Italic text''<br />
<br />
'''Bold and Italics:''' Type <span style="color:#006400"><nowiki>'''''Bold & Italic'''''</nowiki></span> to get '''''Bold & Italic'''''<br />
<br />
'''Internal Links:''' Type <span style="color:#006400"><nowiki>[[Name of Page]]</nowiki></span> to get [[Name of Page]] (e.g. <span style="color:#006400"><nowiki>[[Annotated Bibliography]]</nowiki></span> to get [[Annotated Bibliography]])<br />
<br />
'''External Links:''' [[Image:Captcha.jpg|right|Sample CAPTCHA image]]<br />
:Type <span style="color:#006400"><nowiki>[http://www.census.gov/]</nowiki></span> to get [http://www.census.gov/] <br />
:Or type <span style="color:#006400"><nowiki>[http://www.census.gov/ U. S. Census Bureau]</nowiki></span> to get [http://www.census.gov/ U. S. Census Bureau]<br />
:Or type <span style="color:#006400"><nowiki>http://www.census.gov/</nowiki></span> to get http://www.census.gov/<br />
Note that any time you add an external link you will be required to complete a CAPTCHA--enter in the letters or numbers you see in an image. This helps prevent spam. If you have difficulty with this you can click the reload button and it will present different letters or numbers. The image to the right is an example.<br />
<br />
'''Email Links:''' Type <span style="color:#006400"><nowiki>[mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu]</nowiki></span> to get [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu]<br />
<br />
'''Bullets:''' Type <span style="color:#006400"><nowiki>*Bullet 1</nowiki></span> and <span style="color:#006400"><nowiki>**Bullet 2</nowiki></span> to get:<br />
* Bullet 1<br />
** Bullet 2<br />
<br />
'''Numbered Lists:''' Type <span style="color:#006400"><nowiki>#Number 1</nowiki></span> and <span style="color:#006400"><nowiki>#Number 2</nowiki></span> and <span style="color:#006400"><nowiki>##Number 2.1</nowiki></span> to get:<br />
# Number 1<br />
# number 2<br />
## Number 2.1<br />
<br />
'''Indentation:''' Type <span style="color:#006400"><nowiki>:Indent 1</nowiki></span> and <span style="color:#006400"><nowiki>::Indent 2</nowiki></span> to get:<br />
: Indent 1<br />
:: Indent 2<br />
<br />
'''Headings:''' Type <span style="color:#006400"><nowiki>==Level 1==</nowiki></span> or <span style="color:#006400"><nowiki>===Level 2===</nowiki></span> or <span style="color:#006400"><nowiki>====Level 3====</nowiki></span> or <span style="color:#006400"><nowiki>=====Level 4=====</nowiki></span> to get:<br />
==Level 1==<br />
===Level 2===<br />
====Level 3====<br />
=====Level 4=====</div>Nas27https://casewiki.lib.byu.edu/index.php?title=File:CaseWorksheet.pdf&diff=439File:CaseWorksheet.pdf2009-12-15T20:06:10Z<p>Nas27: </p>
<hr />
<div></div>Nas27https://casewiki.lib.byu.edu/index.php?title=How_to_Contribute_Cases&diff=438How to Contribute Cases2009-12-15T19:49:35Z<p>Nas27: </p>
<hr />
<div>== Brainstorming Your Case ==<br />
<br />
This worksheet can help organize your thinking as you develop your case.<br />
<br />
<br />
== Five Easy Steps for Posting Your Case ==<br />
<br />
First, one piece of advice: '''Save often!''' Nothing ruins your day like seeing a couple hours of work evaporate in a puff of internet smoke.<br />
<br />
# Log in. You can create a log in [https://lib.byu.edu/casewiki/index.php?title=Special:UserLogin&type=signup here]. Or you can send an email to [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu].<br />
# Enter the title of your case in the main search box. This results in a screen that says there is no page with that title, with a link you can click on to "create this page." Case titles should follow a TOPIC - TITLE format, for example, "International Business - Launching the Wii"<br />
# After clicking on "create this page" you will be taken to a page where you can input the text of your case. See below for more information on structure and formatting.<br />
# Click on "Save Page" and you're done. You may also want to click on the "Watch" tab at the top, which will send you email notification if your case is ever edited by someone else.<br />
# Go to the home page and click on the "Edit" tab at the top. Scroll down and insert a link to your case among the other cases, in alphabetical order. If this makes you nervous, just [mailto:casewiki@lib.byu.edu email] us and we'll happily do it for you.<br />
<br />
Please read the [[Terms of Use and Copyright]] before contributing to the Library Instruction Case Wiki.<br />
<br />
<br />
== Case Structure ==<br />
<br />
Most cases should follow this basic structure, and any case on the Library Instruction Case Wiki can serve as a model:<br />
<br />
* '''Learning Outcomes:''' The elements of discipline-specific information literacy and the specific resources or skills that students should gain from the case.<br />
<br />
* '''Premise:''' The scenario or story behind the case. This is typically brief and simple, but generates interest for students because it represents problems or situations they are already familiar with or expect to encounter later in their careers or education. Interest can also be generated through humor or by linking the scenario to current events.<br />
<br />
* '''Preliminary Discussion:''' After introducing the premise, the librarian should lead a preliminary discussion in which students can identify the information needs inherent in the case. In writing your case you can make suggestions here as to how the librarian might use such a discussion to introduce various principles of information literacy, especially in guiding students to research strategies appropriate for the case. Librarians should also be reminded to communicate objectives to students, namely that determining the correct solution to the case may not be as important as exploring resources, principles, and strategies that would be useful in addressing the case.<br />
<br />
* '''Resources:''' <br />
** The body of the case should be occupied by a cycle of exercises where the librarian introduces a resource that meets an information need expressed in the preliminary discussion and introduces additional concepts of information literacy related to it.<br />
** The librarian challenges the students to experiment with the resource for several minutes, with a specific objective, such as identifying data that would assist in deciding the case scenario. <br />
** A small number of students should share what they have found with the rest of the group and explain their reasoning. <br />
<br />
:This cycle can be repeated with one to three more resources. However, the temptation to introduce every relevant resource must be resisted. Librarians should use laundry lists to provide their laundry lists (i.e. handouts). Only by focusing on a small number of key resources does the librarian have enough time to both introduce concepts of information literacy and to make learning active with hands-on, purposeful exercises.<br />
<br />
:Note that certain cases may follow a different pattern. For instance, [[Building a Company List - Trucking in Texas]] focuses on comparing only two resources, thought he cyclical structure of the case is preserved through the exercises.<br />
<br />
:Note also that while you may mention specific resources as appropriate for use in the case, it is wise to mention alternatives since library holdings, subscriptions, and licenses vary. Nor should cases endorse or be interpreted as endorsing any specific resource.<br />
<br />
* '''Wrap Up:''' Include any summary principles or suggestions for librarians conducting your case. The librarians themselves should use the Wrap Up to review the strategies and principles learned during the case and point students to further resources or strategies, lest the artificial constraints of the library instruction context create in students a habit of quick or narrow research practices.<br />
<br />
* '''Submitted By:''' Enter your name, position, institution, and email address (required). You must also enter "Originally Submitted: Month, Day, Year." You may also enter other contact information and links to handouts you may have used with the case.<br />
<br />
<br />
== Formatting Tips ==<br />
<br />
The easiest way to format a case is to use the [[Case Template]]. Click on the "Edit" tab at the top. Copy the text of the template, then return to the home page, create the new page, and paste the copied template. To see how a particular bit of formatting was accomplished in an existing case you may click on its "Edit" tab--but be careful not to accidentally make changes to the existing case.<br />
<br />
Some basic tips follow, you may also refer to the MediaWiki [http://meta.wikimedia.org/wiki/Help:Contents User's Guide] for more information.<br />
<br />
'''Bold:''' Type <span style="color:#006400"><nowiki>'''Bold text'''</nowiki></span> to get '''Bold text'''<br />
<br />
'''Italics:''' Type <span style="color:#006400"><nowiki>''Italic text''</nowiki></span> to get ''Italic text''<br />
<br />
'''Bold and Italics:''' Type <span style="color:#006400"><nowiki>'''''Bold & Italic'''''</nowiki></span> to get '''''Bold & Italic'''''<br />
<br />
'''Internal Links:''' Type <span style="color:#006400"><nowiki>[[Name of Page]]</nowiki></span> to get [[Name of Page]] (e.g. <span style="color:#006400"><nowiki>[[Annotated Bibliography]]</nowiki></span> to get [[Annotated Bibliography]])<br />
<br />
'''External Links:''' [[Image:Captcha.jpg|right|Sample CAPTCHA image]]<br />
:Type <span style="color:#006400"><nowiki>[http://www.census.gov/]</nowiki></span> to get [http://www.census.gov/] <br />
:Or type <span style="color:#006400"><nowiki>[http://www.census.gov/ U. S. Census Bureau]</nowiki></span> to get [http://www.census.gov/ U. S. Census Bureau]<br />
:Or type <span style="color:#006400"><nowiki>http://www.census.gov/</nowiki></span> to get http://www.census.gov/<br />
Note that any time you add an external link you will be required to complete a CAPTCHA--enter in the letters or numbers you see in an image. This helps prevent spam. If you have difficulty with this you can click the reload button and it will present different letters or numbers. The image to the right is an example.<br />
<br />
'''Email Links:''' Type <span style="color:#006400"><nowiki>[mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu]</nowiki></span> to get [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu]<br />
<br />
'''Bullets:''' Type <span style="color:#006400"><nowiki>*Bullet 1</nowiki></span> and <span style="color:#006400"><nowiki>**Bullet 2</nowiki></span> to get:<br />
* Bullet 1<br />
** Bullet 2<br />
<br />
'''Numbered Lists:''' Type <span style="color:#006400"><nowiki>#Number 1</nowiki></span> and <span style="color:#006400"><nowiki>#Number 2</nowiki></span> and <span style="color:#006400"><nowiki>##Number 2.1</nowiki></span> to get:<br />
# Number 1<br />
# number 2<br />
## Number 2.1<br />
<br />
'''Indentation:''' Type <span style="color:#006400"><nowiki>:Indent 1</nowiki></span> and <span style="color:#006400"><nowiki>::Indent 2</nowiki></span> to get:<br />
: Indent 1<br />
:: Indent 2<br />
<br />
'''Headings:''' Type <span style="color:#006400"><nowiki>==Level 1==</nowiki></span> or <span style="color:#006400"><nowiki>===Level 2===</nowiki></span> or <span style="color:#006400"><nowiki>====Level 3====</nowiki></span> or <span style="color:#006400"><nowiki>=====Level 4=====</nowiki></span> to get:<br />
==Level 1==<br />
===Level 2===<br />
====Level 3====<br />
=====Level 4=====</div>Nas27https://casewiki.lib.byu.edu/index.php?title=How_to_Contribute_Cases&diff=437How to Contribute Cases2009-12-15T19:47:42Z<p>Nas27: </p>
<hr />
<div>== Five Easy Steps for Posting Your Case ==<br />
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First, one piece of advice: '''Save often!''' Nothing ruins your day like seeing a couple hours of work evaporate in a puff of internet smoke.<br />
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== Case Structure ==<br />
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Most cases should follow this basic structure, and any case on the Library Instruction Case Wiki can serve as a model:<br />
<br />
* '''Learning Outcomes:''' The elements of discipline-specific information literacy and the specific resources or skills that students should gain from the case.<br />
<br />
* '''Premise:''' The scenario or story behind the case. This is typically brief and simple, but generates interest for students because it represents problems or situations they are already familiar with or expect to encounter later in their careers or education. Interest can also be generated through humor or by linking the scenario to current events.<br />
<br />
* '''Preliminary Discussion:''' After introducing the premise, the librarian should lead a preliminary discussion in which students can identify the information needs inherent in the case. In writing your case you can make suggestions here as to how the librarian might use such a discussion to introduce various principles of information literacy, especially in guiding students to research strategies appropriate for the case. Librarians should also be reminded to communicate objectives to students, namely that determining the correct solution to the case may not be as important as exploring resources, principles, and strategies that would be useful in addressing the case.<br />
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* '''Resources:''' <br />
** The body of the case should be occupied by a cycle of exercises where the librarian introduces a resource that meets an information need expressed in the preliminary discussion and introduces additional concepts of information literacy related to it.<br />
** The librarian challenges the students to experiment with the resource for several minutes, with a specific objective, such as identifying data that would assist in deciding the case scenario. <br />
** A small number of students should share what they have found with the rest of the group and explain their reasoning. <br />
<br />
:This cycle can be repeated with one to three more resources. However, the temptation to introduce every relevant resource must be resisted. Librarians should use laundry lists to provide their laundry lists (i.e. handouts). Only by focusing on a small number of key resources does the librarian have enough time to both introduce concepts of information literacy and to make learning active with hands-on, purposeful exercises.<br />
<br />
:Note that certain cases may follow a different pattern. For instance, [[Building a Company List - Trucking in Texas]] focuses on comparing only two resources, thought he cyclical structure of the case is preserved through the exercises.<br />
<br />
:Note also that while you may mention specific resources as appropriate for use in the case, it is wise to mention alternatives since library holdings, subscriptions, and licenses vary. Nor should cases endorse or be interpreted as endorsing any specific resource.<br />
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* '''Wrap Up:''' Include any summary principles or suggestions for librarians conducting your case. The librarians themselves should use the Wrap Up to review the strategies and principles learned during the case and point students to further resources or strategies, lest the artificial constraints of the library instruction context create in students a habit of quick or narrow research practices.<br />
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'''Headings:''' Type <span style="color:#006400"><nowiki>==Level 1==</nowiki></span> or <span style="color:#006400"><nowiki>===Level 2===</nowiki></span> or <span style="color:#006400"><nowiki>====Level 3====</nowiki></span> or <span style="color:#006400"><nowiki>=====Level 4=====</nowiki></span> to get:<br />
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===Level 2===<br />
====Level 3====<br />
=====Level 4=====</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Determining_Market_Size_-_Infant_Formula&diff=436Determining Market Size - Infant Formula2009-12-15T19:16:18Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* Strategies for breaking large research projects into manageable stages or pieces.<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
* Comparing methodologies, their inherent assumptions, and the value of obtaining numbers from multiple sources.<br />
<br />
'''Resources:'''<br />
* A source for pre-packaged market research reports.<br />
* A source for demographic information.<br />
* A source for consumer survey data.<br />
<br />
<br />
== Premise ==<br />
<br />
"A food engineering firm has been tinkering with soy beans and believes they can create an improved lactose-free infant formula. They're unfamiliar with the baby food industry and are trying to decide whether to launch their own product or sell their patent to an existing player. Your team of outside consultants has been hired to conduct some preliminary market research to help them with this decision. Your first task is to determine the market size for infant formula."<br />
<br />
<br />
== Preparation ==<br />
<br />
The librarian should be prepared with a spreadsheet containing labels and formulas for calculating market share, to which data discovered during the case can be added, resulting in several alternative market size calculations at the end of the case. Depending on the data available the spreadsheet might look like the table below. Remember that this is a "quick and dirty" calculation and the purpose is to engage students by supplying a logical progression to the case, which attempts to introduce students to the kinds of information sources and the principles of information literacy that would be relevant in such a situation.<br />
<br />
{| border="1"<br />
!<br />
! Source 1<br>High Estimate<br />
! Source 1<br>Low Estimate<br />
! Source 2<br>High Estimate<br />
! Source 2<br>Low Estimate<br />
|-<br />
| Dollar value of formula one<br>infant consumes per year<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by)<br>Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by)<br>Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals)<br>Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The librarian can suggest that while the main question of interest is "What is the market size for infant formula?", this question can best be answered by first discovering answers to smaller questions. A discussion should ensue where students brainstorm additional questions that can help them arrive at a dollar figure for the market size of infant formula. Examples may include:<br />
* How many infants are there?<br />
* How many infants drink formula vs. breast milk?<br />
* How much formula does an infant drink?<br />
* What is the price range for formula?<br />
<br />
As this is a brainstorming exercise, the librarian should list these questions on the board without discounting any ideas. The librarian can then use these questions to illustrate the relative advantages of primary and secondary research, how each can address these information needs with varying effectiveness and cost, and which the library can assist with. For example, price may best be discovered by making a trip to the local grocery store rather than searching through a database. <br />
<br />
The librarian can then point out that the focus of this case is not to fully demonstrate the best way to determine a market's size, but to give students the opportunity to explore some of the resources that would be useful in such a task. Not all of the questions listed will be addressed, and in some cases assumptions will be made simply for the sake of moving on to the next stage of the case.<br />
<br />
<br />
== First Resource ==<br />
<br />
The librarian may demonstrate the ease with which market research reports on almost any topic can be found on the Internet. Students should be quick to note the hefty price tags invariably attached to such reports (searching the [http://www.marketresearch.com/ MarketResearch.com] site for "infant formula" is illustrative). The librarian can then explain that while the library cannot provide every market research report, there are some limited collections available. Depending on the library's subscriptions these may include sources like Mintel, Datamonitor, IBIS World, MarketResearch.com Academic, Frost & Sullivan, or any number of others.<br />
<br />
During a brief demonstration of the resource the librarian can discuss principles of information literacy specific to that resource, such as the currency of information and how students can discover relevant trends and data in reports that may not at first seem relevant to their research topic. The librarian can then allow them time to explore the resource on their own (preferably in teams), looking for information that can help answer any of the questions discussed during the brainstorming session. Volunteers can share what they have found with the class.<br />
<br />
The librarian should acknowledge the value of student discoveries. Among them should be either the total number of infants, the percentage that consume formula, or the dollar value of formula one infant consumes per year (which could be calculated by multiplying price and the number of units one infant consumes per year). The librarian can then begin populating the spreadsheet. For example, based on Mintel's "Baby Food and Drink - U.S. - January 2009" report, the spreadsheet might now look like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1<br>High Estimate<br />
! Source 1<br>Low Estimate<br />
! Source 2<br>High Estimate<br />
! Source 2<br>Low Estimate<br />
|-<br />
| Dollar value of formula one<br>infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by)<br>Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by)<br>Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals)<br>Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Second Resource ==<br />
<br />
It may be that the source for market research used during the first exercise conveniently provided a figure for the market size of infant formula. This should be noted, and the librarian can then discuss the importance of comparing multiple sources of information, addressing the alternatives in the report or presentation they are themselves creating, and justifying the source or the resulting figure that they determine to be the best. Assumptions should be cautioned against (though they may be necessary for the purposes of this case) and the need for rigorous thought behind the numbers or conclusions students decide upon should be stressed.<br />
<br />
Furthermore, the librarian can complicate the scenario by suggesting that the team's client is considering launching the product on a trial basis in a local city. This means that "Total number of infants" is now the "Total number of infants in city X". The librarian may then demonstrate a source for demographic data, such as the U.S. Census Bureau ([http://factfinder.census.gov/ http://factfinder.census.gov/]). Students can be given time to explore the resource to seek relevant information which they can share with the rest of the class. The librarian should update the spreadsheet, which may now look something like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1<br>High Estimate<br />
! Source 1<br>Low Estimate<br />
! Source 2<br>High Estimate<br />
! Source 2<br>Low Estimate<br />
|-<br />
| Dollar value of formula one<br>infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by)<br>Number of women who have given birth<br>in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by)<br>Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals)<br>Market Size for Provo, UT<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Third Resource ==<br />
<br />
Depending on the resources available and the data already collected, the librarian should demonstrate a resource that provides the remaining necessary data for the spreadsheet. Consumer survey data from a source like Simmons or MRI+, or government data like that provided through the National Survey of Children's Health ([http://www.nschdata.org http://www.nschdata.org]) can be introduced, with students taking time to explore the data. The librarian may now be able to complete the spreadsheet, as in the example below. (Example uses 37.7%, the percentage of homemakers with children younger than 12 months who are categorized as heavy users of infant formula by MRI+, and 11.1%, the percentage of infants in Utah who are never given breast milk during the first six months according to NSCH. These raw numbers would not be ideal for use in an actual market size calculation, but they can serve the case's demonstrative purposes.)<br />
<br />
{| border="1"<br />
!<br />
! MRI+<br>High Estimate<br />
! MRI+<br>Low Estimate<br />
! NSCH<br>High Estimate<br />
! NSCH<br>Low Estimate<br />
|-<br />
| Dollar value of formula one<br>infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by)<br>Number of women who have given birth<br>in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by)<br>Percentage of heavy or<br>exclusive formula drinkers<br />
| 37.7%<br />
| 37.7%<br />
| 11.1%<br />
| 11.1%<br />
|-<br />
| (equals)<br>Market Size for Provo, UT<br />
| $2.3 million<br />
| $1.7 million<br />
| $0.7 million<br />
| $0.5 million<br />
|}<br />
<br />
<br />
== Wrap Up ==<br />
<br />
With the spreadsheet displaying several alternative numbers for market size the librarian can reemphasize the need to check multiple sources of information, decide which sources to rely on in creating a paper or presentation, and the importance of providing a rationale for that decision. Even a question like "What is the market size for infant formula?" is less about finding a number than it is about discovering, understanding and applying data in a reasoned manner.<br />
<br />
The librarian can review other principles of information literacy addressed during the session and remind students that the purpose of the case was to introduce these principles, techniques, and sources, as opposed to teaching them the best way to calculate a market's size, since the session's time constraints necessitate significant assumptions and shortcuts.<br />
<br />
The librarian may also point students to a handout or website detailing additional information sources.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: October 5, 2009</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Determining_Market_Size_-_Infant_Formula&diff=435Determining Market Size - Infant Formula2009-12-15T19:14:47Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* Strategies for breaking large research projects into manageable stages or pieces.<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
* Comparing methodologies, their inherent assumptions, and the value of obtaining numbers from multiple sources.<br />
<br />
'''Resources:'''<br />
* A source for pre-packaged market research reports.<br />
* A source for demographic information.<br />
* A source for consumer survey data.<br />
<br />
<br />
== Premise ==<br />
<br />
"A food engineering firm has been tinkering with soy beans and believes they can create an improved lactose-free infant formula. They're unfamiliar with the baby food industry and are trying to decide whether to launch their own product or sell their patent to an existing player. Your team of outside consultants has been hired to conduct some preliminary market research to help them with this decision. Your first task is to determine the market size for infant formula."<br />
<br />
<br />
== Preparation ==<br />
<br />
The librarian should be prepared with a spreadsheet containing labels and formulas for calculating market share, to which data discovered during the case can be added, resulting in several alternative market size calculations at the end of the case. Depending on the data available the spreadsheet might look like the table below. Remember that this is a "quick and dirty" calculation and the purpose is to engage students by supplying a logical progression to the case, which attempts to introduce students to the kinds of information sources and the principles of information literacy that would be relevant in such a situation.<br />
<br />
{| border="1"<br />
!<br />
! Source 1<br>High Estimate<br />
! Source 1<br>Low Estimate<br />
! Source 2<br>High Estimate<br />
! Source 2<br>Low Estimate<br />
|-<br />
| Dollar value of formula one<br>infant consumes per year<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by)<br>Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by)<br>Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals)<br>Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The librarian can suggest that while the main question of interest is "What is the market size for infant formula?", this question can best be answered by first discovering answers to smaller questions. A discussion should ensue where students brainstorm additional questions that can help them arrive at a dollar figure for the market size of infant formula. Examples may include:<br />
* How many infants are there?<br />
* How many infants drink formula vs. breast milk?<br />
* How much formula does an infant drink?<br />
* What is the price range for formula?<br />
<br />
As this is a brainstorming exercise, the librarian should list these questions on the board without discounting any ideas. The librarian can then use these questions to illustrate the relative advantages of primary and secondary research, how each can address these information needs with varying effectiveness and cost, and which the library can assist with. For example, price may best be discovered by making a trip to the local grocery store rather than searching through a database. <br />
<br />
The librarian can then point out that the focus of this case is not to fully demonstrate the best way to determine a market's size, but to give students the opportunity to explore some of the resources that would be useful in such a task. Not all of the questions listed will be addressed, and in some cases assumptions will be made simply for the sake of moving on to the next stage of the case.<br />
<br />
<br />
== First Resource ==<br />
<br />
The librarian may demonstrate the ease with which market research reports on almost any topic can be found on the Internet. Students should be quick to note the hefty price tags invariably attached to such reports (searching the [http://www.marketresearch.com/ MarketResearch.com] site for "infant formula" is illustrative). The librarian can then explain that while the library cannot provide every market research report, there are some limited collections available. Depending on the library's subscriptions these may include sources like Mintel, Datamonitor, IBIS World, MarketResearch.com Academic, Frost & Sullivan, or any number of others.<br />
<br />
During a brief demonstration of the resource the librarian can discuss principles of information literacy specific to that resource, such as the currency of information and how students can discover relevant trends and data in reports that may not at first seem relevant to their research topic. The librarian can then allow them time to explore the resource on their own (preferably in teams), looking for information that can help answer any of the questions discussed during the brainstorming session. Volunteers can share what they have found with the class.<br />
<br />
The librarian should acknowledge the value of student discoveries. Among them should be either the total number of infants, the percentage that consume formula, or the dollar value of formula one infant consumes per year (which could be calculated by multiplying price and the number of units one infant consumes per year). The librarian can then begin populating the spreadsheet. For example, based on Mintel's "Baby Food and Drink - U.S. - January 2009" report, the spreadsheet might now look like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1 High Estimate<br />
! Source 1 Low Estimate<br />
! Source 2 High Estimate<br />
! Source 2 Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by) Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals) Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Second Resource ==<br />
<br />
It may be that the source for market research used during the first exercise conveniently provided a figure for the market size of infant formula. This should be noted, and the librarian can then discuss the importance of comparing multiple sources of information, addressing the alternatives in the report or presentation they are themselves creating, and justifying the source or the resulting figure that they determine to be the best. Assumptions should be cautioned against (though they may be necessary for the purposes of this case) and the need for rigorous thought behind the numbers or conclusions students decide upon should be stressed.<br />
<br />
Furthermore, the librarian can complicate the scenario by suggesting that the team's client is considering launching the product on a trial basis in a local city. This means that "Total number of infants" is now the "Total number of infants in city X". The librarian may then demonstrate a source for demographic data, such as the U.S. Census Bureau ([http://factfinder.census.gov/ http://factfinder.census.gov/]). Students can be given time to explore the resource to seek relevant information which they can share with the rest of the class. The librarian should update the spreadsheet, which may now look something like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1 High Estimate<br />
! Source 1 Low Estimate<br />
! Source 2 High Estimate<br />
! Source 2 Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Number of women who have given birth in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by) Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals) Market Size for Provo, UT<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Third Resource ==<br />
<br />
Depending on the resources available and the data already collected, the librarian should demonstrate a resource that provides the remaining necessary data for the spreadsheet. Consumer survey data from a source like Simmons or MRI+, or government data like that provided through the National Survey of Children's Health ([http://www.nschdata.org http://www.nschdata.org]) can be introduced, with students taking time to explore the data. The librarian may now be able to complete the spreadsheet, as in the example below. (Example uses 37.7%, the percentage of homemakers with children younger than 12 months who are categorized as heavy users of infant formula by MRI+, and 11.1%, the percentage of infants in Utah who are never given breast milk during the first six months according to NSCH. These raw numbers would not be ideal for use in an actual market size calculation, but they can serve the case's demonstrative purposes.)<br />
<br />
{| border="1"<br />
!<br />
! MRI+ High Estimate<br />
! MRI+ Low Estimate<br />
! NSCH High Estimate<br />
! NSCH Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Number of women who have given birth in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by) Percentage of heavy or exclusive formula drinkers<br />
| 37.7%<br />
| 37.7%<br />
| 11.1%<br />
| 11.1%<br />
|-<br />
| (equals) Market Size for Provo, UT<br />
| $2.3 million<br />
| $1.7 million<br />
| $0.7 million<br />
| $0.5 million<br />
|}<br />
<br />
<br />
== Wrap Up ==<br />
<br />
With the spreadsheet displaying several alternative numbers for market size the librarian can reemphasize the need to check multiple sources of information, decide which sources to rely on in creating a paper or presentation, and the importance of providing a rationale for that decision. Even a question like "What is the market size for infant formula?" is less about finding a number than it is about discovering, understanding and applying data in a reasoned manner.<br />
<br />
The librarian can review other principles of information literacy addressed during the session and remind students that the purpose of the case was to introduce these principles, techniques, and sources, as opposed to teaching them the best way to calculate a market's size, since the session's time constraints necessitate significant assumptions and shortcuts.<br />
<br />
The librarian may also point students to a handout or website detailing additional information sources.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: October 5, 2009</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Determining_Market_Size_-_Infant_Formula&diff=434Determining Market Size - Infant Formula2009-12-15T19:14:23Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* Strategies for breaking large research projects into manageable stages or pieces.<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
* Comparing methodologies, their inherent assumptions, and the value of obtaining numbers from multiple sources.<br />
<br />
'''Resources:'''<br />
* A source for pre-packaged market research reports.<br />
* A source for demographic information.<br />
* A source for consumer survey data.<br />
<br />
<br />
== Premise ==<br />
<br />
"A food engineering firm has been tinkering with soy beans and believes they can create an improved lactose-free infant formula. They're unfamiliar with the baby food industry and are trying to decide whether to launch their own product or sell their patent to an existing player. Your team of outside consultants has been hired to conduct some preliminary market research to help them with this decision. Your first task is to determine the market size for infant formula."<br />
<br />
<br />
== Preparation ==<br />
<br />
The librarian should be prepared with a spreadsheet containing labels and formulas for calculating market share, to which data discovered during the case can be added, resulting in several alternative market size calculations at the end of the case. Depending on the data available the spreadsheet might look like the table below. Remember that this is a "quick and dirty" calculation and the purpose is to engage students by supplying a logical progression to the case, which attempts to introduce students to the kinds of information sources and the principles of information literacy that would be relevant in such a situation.<br />
<br />
{| border="1"<br />
!<br />
! Source 1 High Estimate<br />
! Source 1 Low Estimate<br />
! Source 2 High Estimate<br />
! Source 2 Low Estimate<br />
|-<br />
| Dollar value of formula one<br>infant consumes per year<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by)<br>Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by)<br>Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals)<br>Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The librarian can suggest that while the main question of interest is "What is the market size for infant formula?", this question can best be answered by first discovering answers to smaller questions. A discussion should ensue where students brainstorm additional questions that can help them arrive at a dollar figure for the market size of infant formula. Examples may include:<br />
* How many infants are there?<br />
* How many infants drink formula vs. breast milk?<br />
* How much formula does an infant drink?<br />
* What is the price range for formula?<br />
<br />
As this is a brainstorming exercise, the librarian should list these questions on the board without discounting any ideas. The librarian can then use these questions to illustrate the relative advantages of primary and secondary research, how each can address these information needs with varying effectiveness and cost, and which the library can assist with. For example, price may best be discovered by making a trip to the local grocery store rather than searching through a database. <br />
<br />
The librarian can then point out that the focus of this case is not to fully demonstrate the best way to determine a market's size, but to give students the opportunity to explore some of the resources that would be useful in such a task. Not all of the questions listed will be addressed, and in some cases assumptions will be made simply for the sake of moving on to the next stage of the case.<br />
<br />
<br />
== First Resource ==<br />
<br />
The librarian may demonstrate the ease with which market research reports on almost any topic can be found on the Internet. Students should be quick to note the hefty price tags invariably attached to such reports (searching the [http://www.marketresearch.com/ MarketResearch.com] site for "infant formula" is illustrative). The librarian can then explain that while the library cannot provide every market research report, there are some limited collections available. Depending on the library's subscriptions these may include sources like Mintel, Datamonitor, IBIS World, MarketResearch.com Academic, Frost & Sullivan, or any number of others.<br />
<br />
During a brief demonstration of the resource the librarian can discuss principles of information literacy specific to that resource, such as the currency of information and how students can discover relevant trends and data in reports that may not at first seem relevant to their research topic. The librarian can then allow them time to explore the resource on their own (preferably in teams), looking for information that can help answer any of the questions discussed during the brainstorming session. Volunteers can share what they have found with the class.<br />
<br />
The librarian should acknowledge the value of student discoveries. Among them should be either the total number of infants, the percentage that consume formula, or the dollar value of formula one infant consumes per year (which could be calculated by multiplying price and the number of units one infant consumes per year). The librarian can then begin populating the spreadsheet. For example, based on Mintel's "Baby Food and Drink - U.S. - January 2009" report, the spreadsheet might now look like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1 High Estimate<br />
! Source 1 Low Estimate<br />
! Source 2 High Estimate<br />
! Source 2 Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by) Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals) Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Second Resource ==<br />
<br />
It may be that the source for market research used during the first exercise conveniently provided a figure for the market size of infant formula. This should be noted, and the librarian can then discuss the importance of comparing multiple sources of information, addressing the alternatives in the report or presentation they are themselves creating, and justifying the source or the resulting figure that they determine to be the best. Assumptions should be cautioned against (though they may be necessary for the purposes of this case) and the need for rigorous thought behind the numbers or conclusions students decide upon should be stressed.<br />
<br />
Furthermore, the librarian can complicate the scenario by suggesting that the team's client is considering launching the product on a trial basis in a local city. This means that "Total number of infants" is now the "Total number of infants in city X". The librarian may then demonstrate a source for demographic data, such as the U.S. Census Bureau ([http://factfinder.census.gov/ http://factfinder.census.gov/]). Students can be given time to explore the resource to seek relevant information which they can share with the rest of the class. The librarian should update the spreadsheet, which may now look something like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1 High Estimate<br />
! Source 1 Low Estimate<br />
! Source 2 High Estimate<br />
! Source 2 Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Number of women who have given birth in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by) Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals) Market Size for Provo, UT<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Third Resource ==<br />
<br />
Depending on the resources available and the data already collected, the librarian should demonstrate a resource that provides the remaining necessary data for the spreadsheet. Consumer survey data from a source like Simmons or MRI+, or government data like that provided through the National Survey of Children's Health ([http://www.nschdata.org http://www.nschdata.org]) can be introduced, with students taking time to explore the data. The librarian may now be able to complete the spreadsheet, as in the example below. (Example uses 37.7%, the percentage of homemakers with children younger than 12 months who are categorized as heavy users of infant formula by MRI+, and 11.1%, the percentage of infants in Utah who are never given breast milk during the first six months according to NSCH. These raw numbers would not be ideal for use in an actual market size calculation, but they can serve the case's demonstrative purposes.)<br />
<br />
{| border="1"<br />
!<br />
! MRI+ High Estimate<br />
! MRI+ Low Estimate<br />
! NSCH High Estimate<br />
! NSCH Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Number of women who have given birth in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by) Percentage of heavy or exclusive formula drinkers<br />
| 37.7%<br />
| 37.7%<br />
| 11.1%<br />
| 11.1%<br />
|-<br />
| (equals) Market Size for Provo, UT<br />
| $2.3 million<br />
| $1.7 million<br />
| $0.7 million<br />
| $0.5 million<br />
|}<br />
<br />
<br />
== Wrap Up ==<br />
<br />
With the spreadsheet displaying several alternative numbers for market size the librarian can reemphasize the need to check multiple sources of information, decide which sources to rely on in creating a paper or presentation, and the importance of providing a rationale for that decision. Even a question like "What is the market size for infant formula?" is less about finding a number than it is about discovering, understanding and applying data in a reasoned manner.<br />
<br />
The librarian can review other principles of information literacy addressed during the session and remind students that the purpose of the case was to introduce these principles, techniques, and sources, as opposed to teaching them the best way to calculate a market's size, since the session's time constraints necessitate significant assumptions and shortcuts.<br />
<br />
The librarian may also point students to a handout or website detailing additional information sources.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: October 5, 2009</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Determining_Market_Size_-_Infant_Formula&diff=433Determining Market Size - Infant Formula2009-12-15T19:13:53Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* Strategies for breaking large research projects into manageable stages or pieces.<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
* Comparing methodologies, their inherent assumptions, and the value of obtaining numbers from multiple sources.<br />
<br />
'''Resources:'''<br />
* A source for pre-packaged market research reports.<br />
* A source for demographic information.<br />
* A source for consumer survey data.<br />
<br />
<br />
== Premise ==<br />
<br />
"A food engineering firm has been tinkering with soy beans and believes they can create an improved lactose-free infant formula. They're unfamiliar with the baby food industry and are trying to decide whether to launch their own product or sell their patent to an existing player. Your team of outside consultants has been hired to conduct some preliminary market research to help them with this decision. Your first task is to determine the market size for infant formula."<br />
<br />
<br />
== Preparation ==<br />
<br />
The librarian should be prepared with a spreadsheet containing labels and formulas for calculating market share, to which data discovered during the case can be added, resulting in several alternative market size calculations at the end of the case. Depending on the data available the spreadsheet might look like the table below. Remember that this is a "quick and dirty" calculation and the purpose is to engage students by supplying a logical progression to the case, which attempts to introduce students to the kinds of information sources and the principles of information literacy that would be relevant in such a situation.<br />
<br />
{| border="1"<br />
!<br />
! Source 1 High Estimate<br />
! Source 1 Low Estimate<br />
! Source 2 High Estimate<br />
! Source 2 Low Estimate<br />
|-<br />
| Dollar value of formula<br> one infant consumes per year<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by) Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by) Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals) Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The librarian can suggest that while the main question of interest is "What is the market size for infant formula?", this question can best be answered by first discovering answers to smaller questions. A discussion should ensue where students brainstorm additional questions that can help them arrive at a dollar figure for the market size of infant formula. Examples may include:<br />
* How many infants are there?<br />
* How many infants drink formula vs. breast milk?<br />
* How much formula does an infant drink?<br />
* What is the price range for formula?<br />
<br />
As this is a brainstorming exercise, the librarian should list these questions on the board without discounting any ideas. The librarian can then use these questions to illustrate the relative advantages of primary and secondary research, how each can address these information needs with varying effectiveness and cost, and which the library can assist with. For example, price may best be discovered by making a trip to the local grocery store rather than searching through a database. <br />
<br />
The librarian can then point out that the focus of this case is not to fully demonstrate the best way to determine a market's size, but to give students the opportunity to explore some of the resources that would be useful in such a task. Not all of the questions listed will be addressed, and in some cases assumptions will be made simply for the sake of moving on to the next stage of the case.<br />
<br />
<br />
== First Resource ==<br />
<br />
The librarian may demonstrate the ease with which market research reports on almost any topic can be found on the Internet. Students should be quick to note the hefty price tags invariably attached to such reports (searching the [http://www.marketresearch.com/ MarketResearch.com] site for "infant formula" is illustrative). The librarian can then explain that while the library cannot provide every market research report, there are some limited collections available. Depending on the library's subscriptions these may include sources like Mintel, Datamonitor, IBIS World, MarketResearch.com Academic, Frost & Sullivan, or any number of others.<br />
<br />
During a brief demonstration of the resource the librarian can discuss principles of information literacy specific to that resource, such as the currency of information and how students can discover relevant trends and data in reports that may not at first seem relevant to their research topic. The librarian can then allow them time to explore the resource on their own (preferably in teams), looking for information that can help answer any of the questions discussed during the brainstorming session. Volunteers can share what they have found with the class.<br />
<br />
The librarian should acknowledge the value of student discoveries. Among them should be either the total number of infants, the percentage that consume formula, or the dollar value of formula one infant consumes per year (which could be calculated by multiplying price and the number of units one infant consumes per year). The librarian can then begin populating the spreadsheet. For example, based on Mintel's "Baby Food and Drink - U.S. - January 2009" report, the spreadsheet might now look like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1 High Estimate<br />
! Source 1 Low Estimate<br />
! Source 2 High Estimate<br />
! Source 2 Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by) Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals) Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Second Resource ==<br />
<br />
It may be that the source for market research used during the first exercise conveniently provided a figure for the market size of infant formula. This should be noted, and the librarian can then discuss the importance of comparing multiple sources of information, addressing the alternatives in the report or presentation they are themselves creating, and justifying the source or the resulting figure that they determine to be the best. Assumptions should be cautioned against (though they may be necessary for the purposes of this case) and the need for rigorous thought behind the numbers or conclusions students decide upon should be stressed.<br />
<br />
Furthermore, the librarian can complicate the scenario by suggesting that the team's client is considering launching the product on a trial basis in a local city. This means that "Total number of infants" is now the "Total number of infants in city X". The librarian may then demonstrate a source for demographic data, such as the U.S. Census Bureau ([http://factfinder.census.gov/ http://factfinder.census.gov/]). Students can be given time to explore the resource to seek relevant information which they can share with the rest of the class. The librarian should update the spreadsheet, which may now look something like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1 High Estimate<br />
! Source 1 Low Estimate<br />
! Source 2 High Estimate<br />
! Source 2 Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Number of women who have given birth in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by) Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals) Market Size for Provo, UT<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Third Resource ==<br />
<br />
Depending on the resources available and the data already collected, the librarian should demonstrate a resource that provides the remaining necessary data for the spreadsheet. Consumer survey data from a source like Simmons or MRI+, or government data like that provided through the National Survey of Children's Health ([http://www.nschdata.org http://www.nschdata.org]) can be introduced, with students taking time to explore the data. The librarian may now be able to complete the spreadsheet, as in the example below. (Example uses 37.7%, the percentage of homemakers with children younger than 12 months who are categorized as heavy users of infant formula by MRI+, and 11.1%, the percentage of infants in Utah who are never given breast milk during the first six months according to NSCH. These raw numbers would not be ideal for use in an actual market size calculation, but they can serve the case's demonstrative purposes.)<br />
<br />
{| border="1"<br />
!<br />
! MRI+ High Estimate<br />
! MRI+ Low Estimate<br />
! NSCH High Estimate<br />
! NSCH Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Number of women who have given birth in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by) Percentage of heavy or exclusive formula drinkers<br />
| 37.7%<br />
| 37.7%<br />
| 11.1%<br />
| 11.1%<br />
|-<br />
| (equals) Market Size for Provo, UT<br />
| $2.3 million<br />
| $1.7 million<br />
| $0.7 million<br />
| $0.5 million<br />
|}<br />
<br />
<br />
== Wrap Up ==<br />
<br />
With the spreadsheet displaying several alternative numbers for market size the librarian can reemphasize the need to check multiple sources of information, decide which sources to rely on in creating a paper or presentation, and the importance of providing a rationale for that decision. Even a question like "What is the market size for infant formula?" is less about finding a number than it is about discovering, understanding and applying data in a reasoned manner.<br />
<br />
The librarian can review other principles of information literacy addressed during the session and remind students that the purpose of the case was to introduce these principles, techniques, and sources, as opposed to teaching them the best way to calculate a market's size, since the session's time constraints necessitate significant assumptions and shortcuts.<br />
<br />
The librarian may also point students to a handout or website detailing additional information sources.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: October 5, 2009</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Building_a_Company_List_-_Trucking_in_Texas&diff=432Building a Company List - Trucking in Texas2009-12-15T19:02:57Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The distinction and relative advantages between information freely available on the Internet and information available at a price.<br />
* How to use industry classification systems and cope with their limitations.<br />
* How to evaluate the coverage, methodologies, sources, and functionality of resources for company information.<br />
* The effect of company size, home nation, and whether it is publicly traded on the quantity and quality of information available.<br />
<br />
'''Resources:'''<br />
* Two sources for company information that can be used to generate lists of companies meeting parameters of size, location, industry, etc.<br />
<br />
<br />
== Premise ==<br />
<br />
This case takes a more focused look at a single type of information resource: "Your team is performing a competitive analysis for a freight trucking company headquartered in El Paso, Texas. Your current task is to create a list of local competitors and lists of top competitors across the United States and Mexico."<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The limitations of Internet searches and online yellow pages can be demonstrated as part of a discussion about what kinds of information should be included in such a company list. Beyond company name and address, students will likely mention revenue, assets, number of employees, market capitalization, major shareholders, and so on. They may also mention industry-specific data, like operating territory and fleet size, which would provide an opportunity to discuss the limitations of general sources of company information and the potential for more industry-specific sources of information.<br />
<br />
<br />
== Resources ==<br />
<br />
There are a number of databases with company information that can be used to create lists of companies that meet given search parameters. Examples include Hoover's, Reference USA, LexisNexis, and Bureau van Dijk's Mint Global database. The purpose of this case is to introduce students to two or three of these and allow them to compare and contrast the different tools.<br />
<br />
<br />
== Exercises ==<br />
<br />
In this case the first task may be to identify an appropriate industry code to use in searching the databases. The U.S. Census Bureau's North American Industry Classification System (NAICS) website is useful for this (http://www.census.gov/eos/www/naics/). Industry classification systems will be new to many students, and this is an opportunity to introduce concepts related to the organization of information, particularly because a wide variety of NAICS codes could be applied to this industry depending on how much granularity a researcher wants in their searches.<br />
<br />
Brief demonstrations of the company databases can be followed by exercises in which students discover how many freight trucking companies each database lists for the El Paso region, the United States, and Mexico. The variance in the number each database reports leads to a discussion about how each database gathers data and the possible inclusion of branch locations, subsidiaries, and companies for whom freight trucking is only a secondary line of business. The variance can also lead to a discussion of the extent of each database's coverage of local, national, and international companies.<br />
<br />
Students should compare entries for a specific company across each database, allowing for discussion of further differences in how each gathers and reports data. Entries for different types of companies should also be compared in order to trigger a discussion of the three factors that govern how much information is available on a company and how reliable it is: whether it is a public or private company, how large it is, and how transparent the financial systems are in the company's home nation.<br />
<br />
Finally, the librarian can demonstrate additional screening criteria and features for company comparisons, analysis, and exporting, printing, or saving company lists. <br />
<br />
<br />
== Wrap Up ==<br />
<br />
The tight focus of this case allows for a deeper exploration of a specific kind of database, but it will likely leave students wondering where to turn for other kinds of related information. After reviewing the session's learning outcomes, the librarian can briefly outline the kinds of resources that might supply such related information. This overview can be accomplished more thoroughly through handouts.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: February 9, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in September 2009 can be downloaded [http://lib.byu.edu/sites/business/files/2009/09/BRC-whos-the-competition-handout-Sep09.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Determining_Market_Size_-_Infant_Formula&diff=431Determining Market Size - Infant Formula2009-12-15T18:56:46Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* Strategies for breaking large research projects into manageable stages or pieces.<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
* Comparing methodologies, their inherent assumptions, and the value of obtaining numbers from multiple sources.<br />
<br />
'''Resources:'''<br />
* A source for pre-packaged market research reports.<br />
* A source for demographic information.<br />
* A source for consumer survey data.<br />
<br />
<br />
== Premise ==<br />
<br />
"A food engineering firm has been tinkering with soy beans and believes they can create an improved lactose-free infant formula. They're unfamiliar with the baby food industry and are trying to decide whether to launch their own product or sell their patent to an existing player. Your team of outside consultants has been hired to conduct some preliminary market research to help them with this decision. Your first task is to determine the market size for infant formula."<br />
<br />
<br />
== Preparation ==<br />
<br />
The librarian should be prepared with a spreadsheet containing labels and formulas for calculating market share, to which data discovered during the case can be added, resulting in several alternative market size calculations at the end of the case. Depending on the data available the spreadsheet might look like the table below. Remember that this is a "quick and dirty" calculation and the purpose is to engage students by supplying a logical progression to the case, which attempts to introduce students to the kinds of information sources and the principles of information literacy that would be relevant in such a situation.<br />
<br />
{| border="1"<br />
!<br />
! Source 1 High Estimate<br />
! Source 1 Low Estimate<br />
! Source 2 High Estimate<br />
! Source 2 Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by) Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by) Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals) Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The librarian can suggest that while the main question of interest is "What is the market size for infant formula?", this question can best be answered by first discovering answers to smaller questions. A discussion should ensue where students brainstorm additional questions that can help them arrive at a dollar figure for the market size of infant formula. Examples may include:<br />
* How many infants are there?<br />
* How many infants drink formula vs. breast milk?<br />
* How much formula does an infant drink?<br />
* What is the price range for formula?<br />
<br />
As this is a brainstorming exercise, the librarian should list these questions on the board without discounting any ideas. The librarian can then use these questions to illustrate the relative advantages of primary and secondary research, how each can address these information needs with varying effectiveness and cost, and which the library can assist with. For example, price may best be discovered by making a trip to the local grocery store rather than searching through a database. <br />
<br />
The librarian can then point out that the focus of this case is not to fully demonstrate the best way to determine a market's size, but to give students the opportunity to explore some of the resources that would be useful in such a task. Not all of the questions listed will be addressed, and in some cases assumptions will be made simply for the sake of moving on to the next stage of the case.<br />
<br />
<br />
== First Resource ==<br />
<br />
The librarian may demonstrate the ease with which market research reports on almost any topic can be found on the Internet. Students should be quick to note the hefty price tags invariably attached to such reports (searching the [http://www.marketresearch.com/ MarketResearch.com] site for "infant formula" is illustrative). The librarian can then explain that while the library cannot provide every market research report, there are some limited collections available. Depending on the library's subscriptions these may include sources like Mintel, Datamonitor, IBIS World, MarketResearch.com Academic, Frost & Sullivan, or any number of others.<br />
<br />
During a brief demonstration of the resource the librarian can discuss principles of information literacy specific to that resource, such as the currency of information and how students can discover relevant trends and data in reports that may not at first seem relevant to their research topic. The librarian can then allow them time to explore the resource on their own (preferably in teams), looking for information that can help answer any of the questions discussed during the brainstorming session. Volunteers can share what they have found with the class.<br />
<br />
The librarian should acknowledge the value of student discoveries. Among them should be either the total number of infants, the percentage that consume formula, or the dollar value of formula one infant consumes per year (which could be calculated by multiplying price and the number of units one infant consumes per year). The librarian can then begin populating the spreadsheet. For example, based on Mintel's "Baby Food and Drink - U.S. - January 2009" report, the spreadsheet might now look like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1 High Estimate<br />
! Source 1 Low Estimate<br />
! Source 2 High Estimate<br />
! Source 2 Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Total number of infants<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (multiplied by) Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals) Market Size<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Second Resource ==<br />
<br />
It may be that the source for market research used during the first exercise conveniently provided a figure for the market size of infant formula. This should be noted, and the librarian can then discuss the importance of comparing multiple sources of information, addressing the alternatives in the report or presentation they are themselves creating, and justifying the source or the resulting figure that they determine to be the best. Assumptions should be cautioned against (though they may be necessary for the purposes of this case) and the need for rigorous thought behind the numbers or conclusions students decide upon should be stressed.<br />
<br />
Furthermore, the librarian can complicate the scenario by suggesting that the team's client is considering launching the product on a trial basis in a local city. This means that "Total number of infants" is now the "Total number of infants in city X". The librarian may then demonstrate a source for demographic data, such as the U.S. Census Bureau ([http://factfinder.census.gov/ http://factfinder.census.gov/]). Students can be given time to explore the resource to seek relevant information which they can share with the rest of the class. The librarian should update the spreadsheet, which may now look something like this:<br />
<br />
{| border="1"<br />
!<br />
! Source 1 High Estimate<br />
! Source 1 Low Estimate<br />
! Source 2 High Estimate<br />
! Source 2 Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Number of women who have given birth in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by) Percentage consuming formula<br />
|<br />
|<br />
|<br />
|<br />
|-<br />
| (equals) Market Size for Provo, UT<br />
|<br />
|<br />
|<br />
|<br />
|}<br />
<br />
<br />
== Third Resource ==<br />
<br />
Depending on the resources available and the data already collected, the librarian should demonstrate a resource that provides the remaining necessary data for the spreadsheet. Consumer survey data from a source like Simmons or MRI+, or government data like that provided through the National Survey of Children's Health ([http://www.nschdata.org http://www.nschdata.org]) can be introduced, with students taking time to explore the data. The librarian may now be able to complete the spreadsheet, as in the example below. (Example uses 37.7%, the percentage of homemakers with children younger than 12 months who are categorized as heavy users of infant formula by MRI+, and 11.1%, the percentage of infants in Utah who are never given breast milk during the first six months according to NSCH. These raw numbers would not be ideal for use in an actual market size calculation, but they can serve the case's demonstrative purposes.)<br />
<br />
{| border="1"<br />
!<br />
! MRI+ High Estimate<br />
! MRI+ Low Estimate<br />
! NSCH High Estimate<br />
! NSCH Low Estimate<br />
|-<br />
| Dollar value of formula one infant consumes per year<br />
| $2,000<br />
| $1,500<br />
| $2,000<br />
| $1,500<br />
|-<br />
| (multiplied by) Number of women who have given birth in the past year in Provo, UT[http://factfinder.census.gov/servlet/ADPTable?_bm=y&-geo_id=16000US4962470&-qr_name=ACS_2007_3YR_G00_DP3YR2&-ds_name=ACS_2007_3YR_G00_&-_lang=en&-_sse=on]<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
| 2,988<br />
|-<br />
| (multiplied by) Percentage of heavy or exclusive formula drinkers<br />
| 37.7%<br />
| 37.7%<br />
| 11.1%<br />
| 11.1%<br />
|-<br />
| (equals) Market Size for Provo, UT<br />
| $2.3 million<br />
| $1.7 million<br />
| $0.7 million<br />
| $0.5 million<br />
|}<br />
<br />
<br />
== Wrap Up ==<br />
<br />
With the spreadsheet displaying several alternative numbers for market size the librarian can reemphasize the need to check multiple sources of information, decide which sources to rely on in creating a paper or presentation, and the importance of providing a rationale for that decision. Even a question like "What is the market size for infant formula?" is less about finding a number than it is about discovering, understanding and applying data in a reasoned manner.<br />
<br />
The librarian can review other principles of information literacy addressed during the session and remind students that the purpose of the case was to introduce these principles, techniques, and sources, as opposed to teaching them the best way to calculate a market's size, since the session's time constraints necessitate significant assumptions and shortcuts.<br />
<br />
The librarian may also point students to a handout or website detailing additional information sources.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: October 5, 2009</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Entrepreneurial_Marketing_-_The_Comic_Book_Guy&diff=430Entrepreneurial Marketing - The Comic Book Guy2009-12-15T18:50:12Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* The cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant sources and cope with the limitations of freely available information.<br />
<br />
'''Resources:'''<br />
* American Factfinder on the U.S. Census Bureau’s website (http://factfinder.census.gov/)<br />
* Bureau of Labor Statistics’ Consumer Expenditure Survey (http://www.bls.gov/cex/)<br />
* Pew Internet and American Life Project (http://www.pewinternet.org/)<br />
<br />
<br />
== Premise ==<br />
<br />
Large corporations and universities can afford premium sources of market research. But after graduation, if you go into business for yourself or work for a smaller company, what are your options? Herb Azaria wants to open a comic book store. He has some inventory in cardboard boxes in his garage, but he’ll need to convince some investors or a bank to fund his dream. And he’ll have to decide whether to open his store in Miami or to move back into his mother’s basement in Boston and open his store there.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
This case provides an opportunity to educate students about the cost of secondary market research. A Google search for market research on any given topic typically reveals a number of market research reports available for purchase at prices as high as several thousand dollars. However, there is a large amount of information freely available on the Internet through government agencies and other sources. Students can brainstorm the types of data that would help Herb write a convincing business plan and decide where to locate his store. The librarian can point out which of those data are available from free sources.<br />
<br />
<br />
== First Resource ==<br />
<br />
Students will likely identify demographics as one factor in the decision about where Herb should locate his store. The librarian can demonstrate American Factfinder on the U.S. Census Bureau’s website (http://factfinder.census.gov/) as a source for demographic data. Students may have identified young people as the target demographic, and they can now spend several minutes using American Factfinder to determine which city—Boston or Miami—has a higher population of young people and to identify possible reasons for this trend. The exercise may surprise some students: in 2006 37% of Boston’s population was 15 to 34 years old, compared to 26% of Miami’s, which is likely related to the fact that 13% of Boston’s population are college or graduate students, compared to 5% of Miami’s population. Unexpected discoveries like this reward students’ efforts and engage their interest.<br />
<br />
<br />
== Second Resource ==<br />
<br />
Knowing how much money people spend on comic books would help Herb build a business plan to impress potential investors or lenders. A good source for consumer spending data is the Bureau of Labor Statistics’ Consumer Expenditure Survey (http://www.bls.gov/cex/). Unfortunately, the data is insufficiently granular to address a niche category like comic books. This provides an opportunity for the librarian to discuss strategies for coping with such obstacles when conducting research. Students can then spend time exploring the Consumer Expenditure Survey or the American Time Use Survey (http://www.bls.gov/tus/) for information that, while not specific to comic books, might nevertheless prove useful. One or two students can present what they find and explain its relevance.<br />
<br />
<br />
== Third Resource (Optional) ==<br />
<br />
"Herb also wonders whether creating a website for his store is worth the expense."<br />
<br />
Free sources of relevant information might include E-commerce statistics from the Census Bureau’s E-Stats site (http://www.census.gov/eos/www/ebusiness614.htm) or data and reports from the Pew Internet and American Life Project (http://www.pewinternet.org/). After selecting and demonstrating a resource, students should be allowed time to explore it for relevant information, followed by one or two students presenting their opinions.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
While the challenges presented by this case cannot be resolved in an hour-long session, it is important to remember that the purpose of using case studies in library instruction is not to discover a correct answer for the case but to discover principles of information literacy and learn research strategies. A review of the resources covered and the types of information they offer provides an opportunity to underscore these learning outcomes.<br />
<br />
<br />
== Notes ==<br />
<br />
Humor helps engage students in this case, in which the protagonist can be playfully caricatured as a comic book geek.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: January 16, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in September 2008 can be downloaded [http://www.lib.byu.edu/business/wp-content/megiuploads//brc-free-market-research.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Global_Trade_and_Economics_-_Manufacturing_Medical_Instruments&diff=429Global Trade and Economics - Manufacturing Medical Instruments2009-12-15T18:46:15Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The kinds of economic information that are freely available on the Internet compared to those paid for by the library.<br />
* Ethical use of licensed information and alternative information sources post-graduation.<br />
* How to evaluate an information source's methodologies, authority, and bias.<br />
<br />
'''Resources:'''<br />
* A source for international demographic and economic data.<br />
* A source for reports and analysis of economic conditions in various nations.<br />
* A source for information on regulatory environments or the ease of doing business.<br />
<br />
<br />
== Premise ==<br />
<br />
You work for a multinational manufacturer of medical instruments and have been tasked with identifying a location to construct a new factory. You first task is to narrow your search to one or two nations with healthy economies and welcoming business environments.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The librarian should initiate a discussion where students brainstorm the kinds of information that would be helpful in addressing this scenario. Such a discussion will likely result in factors like economic growth and stability, political stability, trade relations, regulatory environments, a skilled workforce, etc. The librarian can lead the students in identifying the kinds of data that would indicate such factors, such as GDP for an indicator of economic growth and stability.<br />
<br />
Economic, demographic, and other indicators can be found in both free and fee-based sources. The librarian can describe the differences in the information available and the fact that many sources provide some information freely but charge for full data sets. When new resources are introduced it should be made clear which are freely available and which will no longer be accessible to students after graduation.<br />
<br />
It should be emphasized that the librarian is not teaching students how to best address the scenario, but how to use information sources that would be useful in addressing such a scenario. Assumptions and shortcuts may be necessary in order to more efficiently explore the resources, but students must understand that they would likely be inappropriate in an actual analysis.<br />
<br />
<br />
== First Resource ==<br />
<br />
Students may voice a need to obtain both data and analysis or commentary. The librarian can first demonstrate a source for raw data, such as the World Bank's World Development Indicators database, the freely available data at the UNdata website (http://data.un.org/), or the globalEDGE site hosted by Michigan State University (http://globaledge.msu.edu/). Students can be given several minutes to explore the resource on their own, with the objective of identifying nations that exhibit desirable characteristics, such as a stable economy or an educated workforce. One or two students should be invited to share their selections and their reasoning with the group.<br />
<br />
<br />
== Second Resource ==<br />
<br />
To better inform their own analysis students should consider work already published by others. In-depth reports and profiles of countries that examine a nation's economy, politics, and business climate are a good place to start. There are a number of publishers of such content. The librarian can list several and describe the differences in the kinds of topics they cover, their methodologies, and other relative strengths and weaknesses. Publishers of general reports, like the Economist Intelligence Unit, can be distinguished from publishers of more narrow reports, like the PRS Group's Political Risk Yearbook. Such reports can be obtained direct from publishers, but they are also aggregated in databases like EBSCO's Business Source Premier and LexisNexis Academic. The U.S. Commercial Service Market Research Library includes the Department of Commerce's popular and freely available Country Commercial Guides (http://www.buyusainfo.net/adsearch.cfm?search_type=int&loadnav=no).<br />
<br />
The librarian may mention several of these sources but should select one for demonstration. Students can be given several minutes to further explore it on their own, after which one or two can share the information they have found and believe to be relevant to the case.<br />
<br />
<br />
== Third Resource ==<br />
<br />
Students will likely have raised the need to identify nations with attractive business environments. The librarian can demonstrate a free resource that assesses and ranks nations' regulatory environments or economic freedom. Possibilities include the World Bank's Doing Business website (http://www.doingbusiness.org/), The Fraser Institute's Economic Freedom of the World project (http://www.freetheworld.com/), or The Heritage Foundation's Index of Economic Freedom (http://www.heritage.org/index/). This provides an opportunity to discuss methodologies and potential biases in sources like think tanks. The librarian can also highlight the differences in a nation's ranking depending on each source's methods.<br />
<br />
Students should be given time to explore the resource, after which volunteers can share their findings with the group.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
This case allows students to explore sources that use differing methodologies, with varying levels of authority and potential bias. The librarian should review these issues and other aspects of information literacy that were discussed during the session. Students will likely have mentioned information needs beyond what has been addressed. Providing them with a handout that outlines additional resources can alleviate pressure to try and squeeze too much information into the session.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: March 2, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in January 2009 can be downloaded [http://www.lib.byu.edu/business/wp-content/megiuploads//brc-global-trade-and-econ-feb09.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=International_Business_-_Launching_the_Wii&diff=428International Business - Launching the Wii2009-12-15T18:41:45Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The kinds of information that are freely available on the Internet compared to those paid for by the library.<br />
* Ethical use of licensed information and alternative information sources post-graduation.<br />
* Strategies for reducing complex problems into manageable stages or pieces.<br />
<br />
'''Resources:'''<br />
* A source for international demographic and economic data.<br />
* A source for international company information, or a source for international market information.<br />
* A source for information on regulatory environments or the ease of doing business.<br />
<br />
<br />
== Premise ==<br />
<br />
This case is structured as a country screening and follows a logical progression, facilitating learning by evoking a narrative arc. Student interest can be captured by placing the case in the context of current trends. I like to do this with a few slides illustrating the premise, which is: "In 2007 the Nintendo Wii took the United States by storm, selling 6.3 million units at $250 each, compared to 4.6 million units for Microsoft's Xbox 360 and 2.6 million for Sony’s PlayStation 3. By November Nintendo's market capitalization was the second highest of any Japanese company, behind only Toyota. You’ve been hired to research markets outside Japan and the U.S. and tell Nintendo where to launch the Wii next."<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
A discussion of the kinds of information that will be useful for this scenario results in factors such as the demographics and prosperity of candidate nations' populations, the competitive environment, and the regulatory environment. This is followed by a discussion differentiating primary and secondary research and what kinds of information are available through the library. Qualitative discussions about free versus licensed resources are of particular interest to students who will soon be graduating but expect to experience similar information needs during their professional careers.<br />
<br />
<br />
== First Resource ==<br />
<br />
During the preliminary discussion students may have conjectured that a candidate nation should have a significant population of young people with adequate disposable income--the target demographic for game consoles. The librarian can now demonstrate a source for this kind of demographic and economic data, such as the World Bank's World Development Indicators database, or the freely available UNdata website (http://data.un.org/). The librarian then assigns students a specific objective, such as indentifying a handful of nations exhibiting the desired demographic and economic characteristics, and allows students several minutes to explore the resource with this purpose. One or two students can then describe their findings and reasoning to the rest of the class.<br />
<br />
<br />
== Second Resource ==<br />
<br />
In the preliminary discussion students may have suggested that knowing which competitors or suppliers operate in a nation would be useful, as would an awareness of local consumer behavior. However, not every information need can be addressed during a library instruction session nor can every resource be demonstrated, especially if students are to have hands-on experience with each resource. The librarian should demonstrate either a source for international company information, like Bureau van Dijk's Mint Global database, or a source for international marketing information, like Euromonitor’s Global Market Information Database. Attendees can then explore the resource on their own, seeking to narrow their handful of nations down to two or three nations, after which one or two volunteers present their findings.<br />
<br />
<br />
== Third Resource ==<br />
<br />
Students may have discussed the importance of a business-friendly regulatory environment. The librarian can demonstrate free resources like the World Bank's Doing Business website (http://www.doingbusiness.org/) or the U.S. Commercial Service's Country Commercial Guides (http://www.buyusainfo.net/adsearch.cfm?search_type=int&loadnav=no). Students should then use the resource to make a final selection, and one or two students can explain their decision.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
It is always beneficial to review the issues raised during the preliminary discussion, the principles of information literacy revealed through that discussion, and the ways that specific resources introduced during the discussion met the information needs voiced by students. The librarian should emphasize to students that there are probably additional information needs inherent in the case, and there are many other resources available. Distributing a handout that describes these additional resources helps the librarian remain focused on effectively introducing a limited set of resources.<br />
<br />
The librarian should remind students that the objective of the session was not to teach them how to conduct a country screening, but to demonstrate information-seeking strategies and resources that would be useful in conducting a country screening.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: February 9, 2009</div>Nas27https://casewiki.lib.byu.edu/index.php?title=International_Business_-_Launching_the_Wii&diff=427International Business - Launching the Wii2009-12-15T18:39:28Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The distinction and relative advantages between primary and secondary research.<br />
* The kinds of market information that are freely available on the Internet compared to those paid for by the library.<br />
* Ethical use of licensed information and alternative information sources post-graduation.<br />
* Strategies for reducing complex problems into manageable stages or pieces.<br />
<br />
'''Resources:'''<br />
* A source for international demographic and economic data.<br />
* A source for international company information, or a source for international market information.<br />
* A source for information on regulatory environments or the ease of doing business.<br />
<br />
<br />
== Premise ==<br />
<br />
This case is structured as a country screening and follows a logical progression, facilitating learning by evoking a narrative arc. Student interest can be captured by placing the case in the context of current trends. I like to do this with a few slides illustrating the premise, which is: "In 2007 the Nintendo Wii took the United States by storm, selling 6.3 million units at $250 each, compared to 4.6 million units for Microsoft's Xbox 360 and 2.6 million for Sony’s PlayStation 3. By November Nintendo's market capitalization was the second highest of any Japanese company, behind only Toyota. You’ve been hired to research markets outside Japan and the U.S. and tell Nintendo where to launch the Wii next."<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
A discussion of the kinds of information that will be useful for this scenario results in factors such as the demographics and prosperity of candidate nations' populations, the competitive environment, and the regulatory environment. This is followed by a discussion differentiating primary and secondary research and what kinds of information are available through the library. Qualitative discussions about free versus licensed resources are of particular interest to students who will soon be graduating but expect to experience similar information needs during their professional careers.<br />
<br />
<br />
== First Resource ==<br />
<br />
During the preliminary discussion students may have conjectured that a candidate nation should have a significant population of young people with adequate disposable income--the target demographic for game consoles. The librarian can now demonstrate a source for this kind of demographic and economic data, such as the World Bank's World Development Indicators database, or the freely available UNdata website (http://data.un.org/). The librarian then assigns students a specific objective, such as indentifying a handful of nations exhibiting the desired demographic and economic characteristics, and allows students several minutes to explore the resource with this purpose. One or two students can then describe their findings and reasoning to the rest of the class.<br />
<br />
<br />
== Second Resource ==<br />
<br />
In the preliminary discussion students may have suggested that knowing which competitors or suppliers operate in a nation would be useful, as would an awareness of local consumer behavior. However, not every information need can be addressed during a library instruction session nor can every resource be demonstrated, especially if students are to have hands-on experience with each resource. The librarian should demonstrate either a source for international company information, like Bureau van Dijk's Mint Global database, or a source for international marketing information, like Euromonitor’s Global Market Information Database. Attendees can then explore the resource on their own, seeking to narrow their handful of nations down to two or three nations, after which one or two volunteers present their findings.<br />
<br />
<br />
== Third Resource ==<br />
<br />
Students may have discussed the importance of a business-friendly regulatory environment. The librarian can demonstrate free resources like the World Bank's Doing Business website (http://www.doingbusiness.org/) or the U.S. Commercial Service's Country Commercial Guides (http://www.buyusainfo.net/adsearch.cfm?search_type=int&loadnav=no). Students should then use the resource to make a final selection, and one or two students can explain their decision.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
It is always beneficial to review the issues raised during the preliminary discussion, the principles of information literacy revealed through that discussion, and the ways that specific resources introduced during the discussion met the information needs voiced by students. The librarian should emphasize to students that there are probably additional information needs inherent in the case, and there are many other resources available. Distributing a handout that describes these additional resources helps the librarian remain focused on effectively introducing a limited set of resources.<br />
<br />
The librarian should remind students that the objective of the session was not to teach them how to conduct a country screening, but to demonstrate information-seeking strategies and resources that would be useful in conducting a country screening.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: February 9, 2009</div>Nas27https://casewiki.lib.byu.edu/index.php?title=International_Marketing_-_Baby_Care&diff=426International Marketing - Baby Care2009-12-15T18:33:14Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The relative advantages between purchased information sources and those freely available on the Internet.<br />
* The ethical use of licensed content.<br />
* The effect of a nation's size and political economy on the quantity and quality of information available for a market.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
<br />
'''Resources:'''<br />
* A source for international market data and analysis.<br />
<br />
<br />
== Premise ==<br />
<br />
Through brand extension a company can leverage the power of an existing brand when entering a new product category. Kimberly-Clark has expanded their HUGGIES'''®''' Little Swimmers'''®''' swim-diapers brand to the baby sun care category, marketing a variety of sun screens for babies. They want to extend this success to other baby care products (hair care, skin care, sun care, etc.) and they want to do it globally. They figure they may as well start at the top of the alphabet, so they've hired you to help them decide what the prospects are for the baby care markets in Argentina compared to Azerbaijan.<br />
<br />
Note: This case uses Euromonitor's Global Market Information Database as the primary information source. Alternatives from the Economist Intelligence Unit, Marketline, Global Insight, and others may serve just as well. Or a piecemeal substitution could be used, with sources like the UNdata website for demographics (http://data.un.org/), and The U.S. Commercial Service Market Research Library for market research reports (http://www.buyusainfo.net/adsearch.cfm?search_type=int&loadnav=no).<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The arbitrary selection of two nations allows for more efficient exploration of international market research resources by narrowing the scenario's focus. The comparison also makes the problem more concrete and can be more plausibly addressed during a limited instruction session.<br />
<br />
A preliminary discussion of the types of information students believe would be helpful in resolving this scenario will likely revolve around demographics, consumer behavior, market data, and competitive intelligence. At this point the librarian can clarify the areas that will be addressed during the case (the first three) and those that will not (competitive intelligence).<br />
<br />
After obtaining a clearer picture of our information needs, I like to ask the students where they go when they need information. Common responses include the Internet, Google, or Wikipedia. This opens the door for a brief demonstration or discussion of the strengths and limitations of using the free Web for market research, in contrast to purchased or licensed resources. There is a wide variety of both free and paid resources relevant to this case, and the librarian cannot possibly cover them all. Instead, I prefer to focus in-depth on one, Euromonitor's Global Market Information Database (GMID) and provide a handout detailing others.<br />
<br />
<br />
== Demographics ==<br />
<br />
An obvious question when deciding whether to market baby care products in Argentina or Azerbaijan is which nation has more babies? After introducing students to the GMID interface, possibly preceded by a discussion of licensing restrictions and appropriate and ethical use of GMID content, the librarian can demonstrate the Future Demographics reports. The librarian can then ask the group whether Argentina or Azerbaijan exhibits more promising demographic trends. Students should have little difficulty in identifying Argentina as having a higher projected birth rate.<br />
<br />
<br />
== Consumer Behavior ==<br />
<br />
The librarian can now demonstrate the Consumer Lifestyle reports and allow the students time to explore these extensive reports for insights into consumer behavior that may be relevant to the case. Volunteers can report their discoveries and how they think that information is relevant to the case.<br />
<br />
<br />
== Market Research ==<br />
<br />
The librarian should now demonstrate how to search for statistics and reports about the baby care market in these nations. This may trigger a discussion of the language differences students might encounter when conducting international research. For instance, Euromonitor is a British company that uses the term "nappies" where Americans would use "diapers."<br />
<br />
This search can also lead to a discussion about the differences in the amount of content that is available for larger nations like Argentina than there is for smaller nations like Azerbaijan. For a more valid or effective comparison it may be desirable to switch from Azerbaijan to a larger nation from the same region, such as the Ukraine.<br />
<br />
In GMID the librarian can demonstrate how to manipulate the statistical displays, how to export data, and how to navigate reports. Students should then be given several minutes to explore GMID seeking information that will help them in deciding between the countries and identifying which segment of the baby care market (hair, skin, or sun care) holds most promise. Two or three students can share what they discover, which might include data like market sizes or it might include analysis, such as the opinion of Euromonitor's researchers that a low birth rate may not necessarily indicate low market potential in baby care since parents are more likely to lavish their resources on an only child.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
The librarian should also note the company reports and the comments on current trends available in GMID, or point students toward other resources for international company reports or market news. While the case can only be addressed at the most superficial level during a library instruction session, students should understand that the purpose of the case was not to teach them how to conduct an analysis, but how to conduct the research that would provide them with the information they would need in order to perform a proper analysis. To this end, it is beneficial to review the principles of information literacy that have been introduced, both those specific to the context of this case or GMID, and those with broader implications.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: March 6, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in February 2009 can be downloaded [http://www.lib.byu.edu/business/wp-content/megiuploads//brc-international-marketing-feb09.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Market_Research_-_The_Commuter_Bar&diff=425Market Research - The Commuter Bar2009-12-15T18:28:31Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The distinction and relative advantages between primary and secondary market research.<br />
* The kinds of market information that are freely available on the Internet.<br />
* Availability, currency, coverage, and cost of pre-packaged market research reports.<br />
* How to apply indirectly relevant reports.<br />
* The distinctions and relative advantages of scholarly, popular, and professional content types. <br />
<br />
'''Resources:'''<br />
* A source for pre-packaged market research reports.<br />
* An article database including trade and industry publications.<br />
* A source for demographic information or consumer survey data.<br />
<br />
<br />
== Premise ==<br />
<br />
Your company has developed a food bar that capitalizes on recent discoveries about "brain foods" like Omega-3 fatty acids. Made with flax seed and pulped sardines, with ginseng and caffeine for an added energy boost, this food bar can serve as a nutritional snack or a total meal replacement.<br />
<br />
Your job is to research the market for cereal bars, energy bars, and breakfast bars to better understand how to position your food bar, and identify and reach a target demographic.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
Students can be better engaged if the librarian introduces the premise using recent news stories or images, or by playing off the fishy ingredients of the food bar. The librarian should lead a discussion in which students enumerate the kinds of information they believe would be useful in addressing the case. This provides an opportunity to discuss the distinction between primary and secondary research, and the kinds of information the library can provide and that are freely available on the Internet.<br />
<br />
<br />
== First Resource ==<br />
<br />
To position this product students will need to understand consumer attitudes toward food bars. Primary research might be the best way to obtain rich data directly relevant to this product, but conducting such surveys and focus groups is expensive. Secondary sources, like those the library provides, can serve as an alternative or supplement. In particular, an increasing number of publishers of market research reports are making their products available to libraries. A prepackaged report from a source like Mintel or MarketResearch.com Academic can provide deep insight into a market.<br />
<br />
The librarian should select and demonstrate one source for market research. During this demonstration the librarian can impart elements of information literacy that are specific to this context, including: the need to consider the currency or timeliness of information in any particular market research report, the differences in topics covered by different publishers, differences in methodologies, the high cost of such reports, and how students can save money if purchasing such reports in the future by negotiating purchases on a page-by-page basis or purchasing older editions. Strategies should also be described for applying indirectly relevant reports, such as a report on the larger health food industry, or a report profiling health-conscious consumers.<br />
<br />
After this demonstration students should be given several minutes to explore the resource on their own, with the objective of obtaining information that can aid in identifying a target consumer. One or two students can then share their findings with the group. Details they uncover could include the fact that breakfast is the meal most commonly replaced by such foods, or that middle-aged consumers are more likely to be concerned about the nutritional content of food bars. A discussion can result in students arriving at a portrait of their target consumer: someone active and health-conscious, someone in their 40s, someone with higher than average income, most likely a professional who skips breakfast in order to rush to the office in the morning. Hence the case's title: The Commuter Bar.<br />
<br />
The details students discover will vary, and the librarian should be prepared to use whatever the students find--there is no right answer for the purposes of this case. Given the constraints of the instructional context, this process will not be rigorous. The librarian should stress to the students that the purpose of the activity is not to demonstrate how to decide on a product's positioning, but to gain familiarity with information sources that could help in such a project. <br />
<br />
<br />
== Second Resource ==<br />
<br />
Many students, hoping for low-hanging fruit, will be disappointed when they cannot find, or the library cannot provide, reports that are both current and address their product's particular niche. The best sources for more current and more narrowly focused information are news and trade publications, such as ''Nutraceuticals World''. The librarian can describe the differences between a trade or industry publication and news and scholarly publications. After a demonstration of an aggregator of such publications, such as Factiva, ABI/Inform, LexisNexis, or RDS Business & Industry, students should be given several minutes to search for articles containing information that further illuminates the market for food bars. One or two can then share what they have found.<br />
<br />
<br />
== Third Resource (Optional) ==<br />
<br />
With an understanding of the target consumer gleaned from their brief experiences with market research reports and trade journals (and perhaps some acknowledged assumptions), students can now consider how best to find or reach these consumers. The librarian can demonstrate a source for demographic information such as American Factfinder on the U.S. Census Bureau’s website (http://factfinder.census.gov/), a print resource like ESRI's ''Community Sourcebook of ZIP Code Demographics'', or a combined GIS and marketing tool like SimplyMap. For more efficient use of time the librarian should preselect two comparable geographies, such as Denver and Baltimore, and give the students several minutes to use the demonstrated resource to determine which place best reflects the characteristics of the target demographic.<br />
<br />
Alternatively, a tool like Simmons, MRI+, or SRDS could be demonstrated and then used to identify the media outlets in which advertisements would reach the target.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
Researching a market and positioning a product requires a significant investment of time and money. Students should be reminded that the approach taken during the case was quick, dirty, and riddled with assumptions. The purpose was not to teach students how best to accomplish these tasks (that is their professors' job), but to give them experience with information sources that would be useful in accomplishing these tasks.<br />
<br />
The librarian should take the opportunity to review key principles uncovered during the session, including the appropriate use and limitations of prepackaged market research reports, the distinction between primary and secondary research, and the kinds of information the library can provide.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: March 2, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in January 2009 can be downloaded [http://www.lib.byu.edu/business/wp-content/megiuploads//brc-market-research-jan09.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Securities_Analyst_Reports_-_The_NPO_Portfolio&diff=424Securities Analyst Reports - The NPO Portfolio2009-12-15T18:21:52Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of business information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* Understanding the types of information freely available on Yahoo! Finance, the sources of that information, and the types of information that are offered for a fee or are unavailable.<br />
* Understanding the different sources and methodologies paid services use in providing information.<br />
* Access alternatives after graduation and ethical use of information.<br />
<br />
'''Resources:'''<br />
* Yahoo! Finance or similar free service.<br />
* Several paid services from vendors like Morningstar, Value Line, S&P NetAdvantage, or Mergent.<br />
<br />
<br />
== Premise ==<br />
<br />
Yahoo! Finance is great, but how does it compare to pay services like Morningstar, Value Line, and S&P's NetAdvantage?<br />
<br />
The purpose of this case is to compare sources of information on securities (stocks, bonds, and funds) from a free resource, like Yahoo! Finance, with subscription-based services licensed by the library or available to individual subscribers. While there are many of these to choose from, the case uses Morningstar Library Edition, Value Line Research Center, and S&P NetAdvantage. Switching these for other resources should be easy, though every resource will vary in coverage and in strengths and weaknesses, all of which the librarian should be prepared to discuss.<br />
<br />
To give the case structure and establish parameters for students' exploration of the resources, the librarian should select a local non-profit, charitable organization (NPO) with which students will be familiar and suggest a scenario where the NPO has hired the students to manage the organization's endowment. While exploring the resources students must create a portfolio of investments for the NPO.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The librarian can begin with a discussion in which students collectively make assumptions about the ideal characteristics of the portfolio. The librarian can assist with well-placed questions. They will likely conclude that since the portfolio represents an NPO's endowment it should be conservative and risk-averse. One way to reduce risk is through diversification, so stocks, bonds, funds, and cash deposits should all be included. The parameters defined by these assumptions will make the limited time available for exploring the resources more effective. But it should be emphasized that the librarian is not teaching investment strategies or analysis techniques. The librarian is only using these assumptions as a vehicle for exploring information sources.<br />
<br />
<br />
== Yahoo! Finance ==<br />
<br />
Many students will be familiar with Yahoo! Finance (http://finance.yahoo.com/). For those who aren't, the librarian can briefly demonstrate how to look up a stock, and point out Yahoo!'s user-friendly real-time and historical data. Mention should also be made of the other kinds of securities information and educational materials Yahoo! provides. The stock screener and the analyst opinions provided by Yahoo! can also be highlighted. When looking at the analyst opinions it should be pointed out that, like all the information on Yahoo! Finance, these are aggregated from a variety of third parties. Further only the bottom-line opinions are provided (buy, sell, hold, etc.). To obtain the actual analyst reports a user would have to purchase them, which Yahoo! facilitates.<br />
<br />
This provides an excellent opportunity to discuss the kinds of financial information that are freely available, and the premium content that is typically available by purchase only.<br />
<br />
<br />
== Value Line ==<br />
<br />
As with Yahoo!, the librarian can demonstrate how to access Value Line, how to bring up a specific stock, including Value Line's proprietary analyst reports and ratings. Some of the ratings, such as the Timeliness and Technical ratings, may require some explanation. Value Line's unique strengths and coverage of options and convertibles should be highlighted. The librarian can then demonstrate the stock screener, calling special attention to Value Line's ability to screen on social responsibility indicators.<br />
<br />
Students can now be given a few minutes to perform their own screening, defining parameters that they believe will produce stocks that fit the desired characteristics of the NPO's portfolio. They may, for instance, select large, slow growing but reliable stocks. They may also make selections based on social responsibility. For instance, the NPO may not wish to invest in stocks that are related to the adult entertainment industry or companies involved in labor disputes.<br />
<br />
A couple students should be invited to share with the group the parameters they set and some of the stocks that resulted from the screening. Note should be made of these tickers for later use.<br />
<br />
<br />
== S&P NetAdvantage ==<br />
<br />
The librarian can now introduce NetAdvantage, discussing the many kinds of information S&P provides through this database and its unique strengths. Students should be shown how to access S&P's analyst reports on stocks and industries, and how to find the stock screener. However, the librarian may choose instead to demonstrate the bond screener in order to address a different class of security. A discussion of the characteristics of bonds that would be desirable for the NPO's portfolio may result in factors like a high credit rating, a high yield to maturity, and a willingness to invest in bonds that will not mature for many years.<br />
<br />
Students can then take a few minutes to experiment with the bond screener, after which several students can explain the parameters they set and some of the bonds that resulted.<br />
<br />
<br />
== Morningstar ==<br />
<br />
The librarian can follow the same pattern in demonstrating Morningstar, describing its unique strengths, and demonstrating how to find Morningstar's analyst reports and stock screener. In this instance the librarian may choose to demonstrate the fund screener in order to introduce yet another type of security. After a discussion of desirable characteristics for funds in the NPOs portfolio, students can take several minutes to experiment, after which one or two students can report the settings they used and the funds that resulted.<br />
<br />
After this discussion the librarian can turn attention to the Portfolio X-Ray tool. By inserting the tickers for the stocks and funds (unfortunately bonds cannot be included) identified during the course of the case by students, the librarian can demonstrate how the Portfolio X-Ray tool can be used to assess a portfolio's diversity. Most likely, this will effectively demonstrate that crafting a well-balanced portfolio is not a simple task, but that the screeners and other tools the students have experienced can assist in accomplishing such a task.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
While creating a portfolio is not a job that can be done during a 50-minute library instruction session--at least not a portfolio any sane person would invest in--the assumptions made in this case should allow students to explore sources for data and analyst reports and recommendations on securities. A review of some of the key differences between the various resources, including their strengths, weaknesses, and areas of coverage, can be useful. The librarian can also review the earlier discussion of the kinds of information available from free resources, verses those available from paid services, emphasizing the aggregations and actual analysis.<br />
<br />
Students may inquire about access after graduation, creating an opportunity to discuss that issue and describe public library resources and access models available for individuals.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: February 9, 2009<br />
<br />
*A copy of the handout created to accompany this case as conducted at Brigham Young University in February 2009 can be downloaded [http://www.lib.byu.edu/business/wp-content/megiuploads//brc-securities-handout-feb09.pdf here].</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Freshman_Research_Paper_-_The_Courtship_Rituals_of_College_Students&diff=423Freshman Research Paper - The Courtship Rituals of College Students2009-12-15T18:14:02Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The need to narrow a research topic to manageable size.<br />
* The bewildering disorganization and quantity of information available on the Internet.<br />
* How to evaluating Internet sources.<br />
* How to frame a research question.<br />
* The relative advantages of scholarly, popular, and professional content types.<br />
* How to use controlled vocabulary, Boolean operators, filters, etc.<br />
<br />
'''Resources:'''<br />
* The Internet.<br />
* Sources of background or editorial information like specialized encyclopedias.<br />
* A journal aggregator or article database.<br />
* The library catalog.<br />
<br />
<br />
== Premise ==<br />
<br />
"You have to write a paper by Friday and you have to find and use ten different books or articles for it. Your professor doesn't care what you write about, but you almost wish that she'd just assign a topic because you can't think of anything. Then your roommate keeps you up all night telling you all the twists and turns of their love life and asking your advice. While they drone on and on your attention wanders to that paper you have to write. Suddenly it hits you: if you're going to be everyone's love guru you might as well get credit for it--you'll write a paper on the courtship rituals of college students."<br />
<br />
A major difficulty in applying the case method to teaching first-year or general education students is in finding a scenario sufficiently relevant to capture their interest. In this case, while the topic may not be relevant to individual students' educational objectives, it may generate interest on a personal level, especially if presented in a humorous light.<br />
<br />
As an attention grabber the librarian may run humorous clips from movies like Disney's ''WALL-E''[http://www.youtube.com/watch?v=Br5bORmOcPM] or ''Hitch'' with Will Smith and Kevin James[http://www.youtube.com/watch?v=Bb1VRyPV9uM] during the minutes before the session officially starts.<br />
<br />
Before introducing the topic the librarian might also ask the students to share some of the funniest pick-up lines they've ever heard.<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
The librarian can ask students where they turn to when they need to find information. Typical answers will include the Internet, Google, and Wikipedia. Students should be invited to perform an Internet search on "dating." The librarian can then introduce principles of Internet literacy (such as accuracy, authority, currency, and bias) by asking questions about the kinds of results students find and their potential as sources for a paper. This also provides an opportunity to demonstrate the vast quantities of information available and the need to narrow the topic to something more specific. <br />
<br />
<br />
== Narrowing the Topic ==<br />
<br />
After demonstrating the need to narrow the topic the librarian can recommend a variety of credible resources that may provide introductory or background information, providing just enough familiarity with the subject that students can decide which direction to follow with this topic. Possible sources include Internet sites like Wikipedia, or specialized reference titles like ''Dating and Sexuality in America'' (2003) by Jeffrey S. Turner, part of ABC-CLIO's ''Contemporary World Issues'' series. Databases providing content at this level are another good source, such as CQ Researcher or Gale's Opposing Viewpoints Research Center.<br />
<br />
If the librarian demonstrates an online resource that multiple users can access, students should be invited to spend several minutes using the resource to explore the topic of dating. Several volunteers can be invited to point out items they found interesting and explain which aspect of dating it might lead them to focus on.<br />
<br />
<br />
== Framing a Research Question ==<br />
<br />
The librarian should select an idea from one of the volunteers and use it to re-frame the research problem. For example, rather than just the courtship rituals of college students, the narrowed topic might be dating and academic performance among college students. Students may find it helpful to couch the topic as a question: "Does college students' dating activity level impact their academic performance?" Students can then think of their research process as the quest to find an answer to this question, and the resulting paper or presentation as an expression of that answer.<br />
<br />
<br />
== Scholarly Resources ==<br />
<br />
The librarian can now focus students' attention on resources that will help them delve further into the narrowed topic. This is a good opportunity to discuss the differences between scholarly and non-scholarly resources, and the relative strengths and weaknesses of books, newspaper articles, magazine articles, and peer-reviewed articles.<br />
<br />
Either Google Scholar or an index or full-text database containing scholarly journals with relevant content should be demonstrated, preferably one that allows the demonstration of controlled vocabulary, Boolean operators, filters, and other tools. Students should then be given time to explore the database, with the purpose of finding articles that would help provide an answer to the research question. Several should be invited to share their discoveries.<br />
<br />
<br />
== Non-Scholarly Resources (Optional) ==<br />
<br />
If appropriate to the students' needs, a resource for non-scholarly articles could also be demonstrated. Students could be given time to explore this resource, with the task of finding articles that demonstrate the strengths of such sources, such as currency or coverage of tightly focused topics.<br />
<br />
Depending on the resources used, this section could be combined with the previous section.<br />
<br />
<br />
== Books ==<br />
<br />
The librarian should also demonstrate how to identify relevant books, find them in the library, and determine whether they are scholarly and whether other issues, such as bias, may affect the content.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
To conclude the librarian should rehearse the progress made in narrowing the topic and framing it as a research question. While doing so the librarian should reiterate the principles of information literacy discovered, using the examples provided by student volunteers as evidence when possible. Students should be reminded that different approaches or strategies may be more appropriate for other topics, but that those principles of information literacy still apply. Finally, students should be pointed to handouts or library web pages where they can find additional resources similar to those explored in class, including subject-specific resources.<br />
<br />
Ideally there will be significant time remaining for students to begin pursuing their individual research interests, practicing the techniques taught during the session. This will solidify their learning and make it more personally relevant.<br />
<br />
<br />
== Note: ==<br />
<br />
Because it can be difficult to apply the case method for students who may not yet have developed a keen research interest in any particular field, the librarian must be sufficiently prepared to accommodate the students' in whichever direction their ideas and participation takes the session. This, and good humor, provides the best hope for maintaining student engagement, without which the opportunity to impart principles of information literacy will be lost.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman (with thanks to Kimball Benson for his advice)<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: October 8, 2009</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Research_for_a_Position_Paper_-_Globalization&diff=422Research for a Position Paper - Globalization2009-12-15T18:11:49Z<p>Nas27: </p>
<hr />
<div>== Learning Outcomes ==<br />
<br />
Students should gain familiarity with the following elements of information literacy and specific information resources.<br />
<br />
'''Information Literacy:'''<br />
* The need to narrow a research topic to manageable size.<br />
* The bewildering disorganization and quantity of information available on the Internet.<br />
* How to evaluating Internet sources.<br />
* How to frame a research question.<br />
* The relative advantages of scholarly, popular, and professional content types.<br />
* How to use controlled vocabulary, Boolean operators, filters, etc.<br />
<br />
'''Resources:'''<br />
* Sources of background or editorial information like specialized encyclopedias.<br />
* A journal aggregator or article database.<br />
* The library catalog.<br />
<br />
<br />
== Premise ==<br />
<br />
Darla has to write a position paper for her Freshman English course. She needs to pick a controversial topic and investigate the arguments on both sides, then write a paper explaining her own position on the issue, supported by a variety of secondary sources. Darla isn't sure what she wants to write her paper about, but she's heard a lot about globalization in the news and figures that's a good place to start. (The librarian may want to use a news story or video about protests over globalization at a recent WTO or G8 summit in order to capture students' attention.)<br />
<br />
<br />
== Preliminary Discussion ==<br />
<br />
This is a common scenario in undergraduate education: Darla needs help researching and writing a paper on a topic she doesn't know much about and which may have little to do with her major. What's more, she may have little understanding of the types of information resources available to her and how to apply them to her project.<br />
<br />
Asking students where they turn when they need to know something about anything usually results in answers like the Internet, Google, or Wikipedia. A Google search on "globalization" produces over 16 million results. This provides an opportunity to demonstrate the vast quantities of information available and the need to narrow the topic to something more specific. The opportunity may also be taken to demonstrate principles of information literacy relevant to the Internet, such as timeliness, credibility, bias, etc.<br />
<br />
<br />
== Narrowing the Topic ==<br />
<br />
During the preliminary discussion it should be made clear that the first question Darla must ask herself is "What about globalization?" - which aspect of this vast topic does she want to focus on?<br />
<br />
The librarian can discuss a variety of resources (including the aforementioned Internet sources) that will provide introductory or background information about globalization, giving Darla enough general knowledge to determine in which direction she wants to take her paper. Possibilities include specialized encyclopedias like ''Globalization: Encyclopedia of Trade, Labor, and Politics'', edited by Ashish K. Vaidya and published by ABC-CLIO in 2006. Databases providing content at this level are another good source, such as CQ Researcher or Gale's Opposing Viewpoints Research Center.<br />
<br />
If the librarian demonstrates an online resource that multiple users can access, students should be invited to spend several minutes using the resource to explore the topic of globalization. Putting themselves in Darla's shoes, several volunteers can be invited to point out items they found interesting and explain which aspect of globalization it might lead them to focus on.<br />
<br />
<br />
== Framing a Research Question ==<br />
<br />
The librarian can select an idea from one of the volunteers and use it to re-frame the research problem. For example, rather than just globalization, the narrowed topic may be globalization and child labor. Students may find it helpful to couch the topic as a question: "Does globalization cause suffering by promoting child labor?" Students can then think of their research process as the quest to find an answer to this question, and the resulting paper or presentation as an expression of their answer.<br />
<br />
<br />
== Scholarly Resources ==<br />
<br />
The librarian can now focus students' attention on resources that will help them delve further into the narrowed topic. This is a good opportunity to discuss the differences between scholarly and non-scholarly resources, and the relative strengths and weaknesses of books, newspaper articles, magazine articles, and peer-reviewed articles.<br />
<br />
An index or full-text database containing scholarly journals with relevant content should be demonstrated, preferably one that allows the demonstration of controlled vocabulary, Boolean operators, filters, and other tools. Students should then be given time to explore the database, with the purpose of finding articles that would help provide an answer to the research question. Several should be invited to share their discoveries.<br />
<br />
<br />
== Non-Scholarly Resources ==<br />
<br />
If appropriate to the students' needs, a resource for non-scholarly articles could also be demonstrated. Students could be given time to explore this resource, with the task of finding articles that demonstrate the strengths of such sources, such as currency or coverage of tightly focused topics.<br />
<br />
Depending on the resources used, this section could be combined with the previous section.<br />
<br />
<br />
== Books (Optional) ==<br />
<br />
The librarian may also demonstrate how to identify relevant books, find them in the library, and determine whether they are scholarly and whether other issues, such as bias, may affect the content.<br />
<br />
<br />
== Wrap Up ==<br />
<br />
To conclude the librarian should rehearse the progress made in narrowing the topic and framing it as a research question. While doing so the librarian should reiterate the principles of information literacy discovered, using the examples provided by student volunteers as evidence when possible. Students should be reminded that different approaches or strategies may be more appropriate for other topics, but that those principles of information literacy still apply. Finally, students should be pointed to handouts or library web pages where they can find additional resources similar to those explored in class, including subject-specific resources.<br />
<br />
Ideally there will be significant time remaining for students to begin pursuing their individual research interests, practicing the techniques taught during the session. This will solidify their learning and make it more personally relevant.<br />
<br />
<br />
== Note: ==<br />
<br />
Experience has shown that freshmen with a general assignment like this may be better engaged if the librarian solicits a topic from them rather than using a "canned" topic like globalization. The outline of the case above can easily be adapted to any topic students might volunteer, though this will require greater confidence from the librarian in her ability to adequately cover resources appropriate to volunteered topics. Alternatively, during each "hands-on" portion of instruction students could be encouraged to use the tools to research their own topics. For instance, after giving students time to explore background resources the librarian can then ask for volunteers to say what their original topic was, what tool they used to learn more, what their narrowed topic will be, and how they will phrase it as a question. Then, after being given time to explore scholarly resources, students can volunteer to share their research question and samples of data or article titles they discovered that would be relevant. In this way different topics will be addressed at each step, but the overall process will remain relevant to all.<br />
<br />
<br />
== Submitted By ==<br />
<br />
Andy Spackman (with thanks to Kimball Benson for his advice)<br><br />
Business and Economics Librarian<br><br />
Brigham Young University<br><br />
[mailto:andy_spackman@byu.edu andy_spackman@byu.edu]<br><br />
http://www.lib.byu.edu/business/<br />
<br />
Originally Submitted: September 28, 2009</div>Nas27https://casewiki.lib.byu.edu/index.php?title=How_to_Contribute_Cases&diff=421How to Contribute Cases2009-12-15T18:00:34Z<p>Nas27: </p>
<hr />
<div>== Five Easy Steps ==<br />
<br />
First, one piece of advice: '''Save often!''' Nothing ruins your day like seeing a couple hours of work evaporate in a puff of internet smoke.<br />
<br />
# Log in. You can create a log in [https://lib.byu.edu/casewiki/index.php?title=Special:UserLogin&type=signup here]. Or you can send an email to [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu].<br />
# Enter the title of your case in the main search box. This results in a screen that says there is no page with that title, with a link you can click on to "create this page." Case titles should follow a TOPIC - TITLE format, for example, "International Business - Launching the Wii"<br />
# After clicking on "create this page" you will be taken to a page where you can input the text of your case. See below for more information on structure and formatting.<br />
# Click on "Save Page" and you're done. You may also want to click on the "Watch" tab at the top, which will send you email notification if your case is ever edited by someone else.<br />
# Go to the home page and click on the "Edit" tab at the top. Scroll down and insert a link to your case among the other cases, in alphabetical order. If this makes you nervous, just [mailto:casewiki@lib.byu.edu email] us and we'll happily do it for you.<br />
<br />
Please read the [[Terms of Use and Copyright]] before contributing to the Library Instruction Case Wiki.<br />
<br />
<br />
== Case Structure ==<br />
<br />
Most cases should follow this basic structure, and any case on the Library Instruction Case Wiki can serve as a model:<br />
<br />
* '''Learning Outcomes:''' The elements of discipline-specific information literacy and the specific resources or skills that students should gain from the case.<br />
<br />
* '''Premise:''' The scenario or story behind the case. This is typically brief and simple, but generates interest for students because it represents problems or situations they are already familiar with or expect to encounter later in their careers or education. Interest can also be generated through humor or by linking the scenario to current events.<br />
<br />
* '''Preliminary Discussion:''' After introducing the premise, the librarian should lead a preliminary discussion in which students can identify the information needs inherent in the case. In writing your case you can make suggestions here as to how the librarian might use such a discussion to introduce various principles of information literacy, especially in guiding students to research strategies appropriate for the case. Librarians should also be reminded to communicate objectives to students, namely that determining the correct solution to the case may not be as important as exploring resources, principles, and strategies that would be useful in addressing the case.<br />
<br />
* '''Resources:''' <br />
** The body of the case should be occupied by a cycle of exercises where the librarian introduces a resource that meets an information need expressed in the preliminary discussion and introduces additional concepts of information literacy related to it.<br />
** The librarian challenges the students to experiment with the resource for several minutes, with a specific objective, such as identifying data that would assist in deciding the case scenario. <br />
** A small number of students should share what they have found with the rest of the group and explain their reasoning. <br />
<br />
:This cycle can be repeated with one to three more resources. However, the temptation to introduce every relevant resource must be resisted. Librarians should use laundry lists to provide their laundry lists (i.e. handouts). Only by focusing on a small number of key resources does the librarian have enough time to both introduce concepts of information literacy and to make learning active with hands-on, purposeful exercises.<br />
<br />
:Note that certain cases may follow a different pattern. For instance, [[Building a Company List - Trucking in Texas]] focuses on comparing only two resources, thought he cyclical structure of the case is preserved through the exercises.<br />
<br />
:Note also that while you may mention specific resources as appropriate for use in the case, it is wise to mention alternatives since library holdings, subscriptions, and licenses vary. Nor should cases endorse or be interpreted as endorsing any specific resource.<br />
<br />
* '''Wrap Up:''' Include any summary principles or suggestions for librarians conducting your case. The librarians themselves should use the Wrap Up to review the strategies and principles learned during the case and point students to further resources or strategies, lest the artificial constraints of the library instruction context create in students a habit of quick or narrow research practices.<br />
<br />
* '''Submitted By:''' Enter your name, position, institution, and email address (required). You must also enter "Originally Submitted: Month, Day, Year." You may also enter other contact information and links to handouts you may have used with the case.<br />
<br />
<br />
== Formatting Tips ==<br />
<br />
The easiest way to format a case is to use the [[Case Template]]. Click on the "Edit" tab at the top. Copy the text of the template, then return to the home page, create the new page, and paste the copied template. To see how a particular bit of formatting was accomplished in an existing case you may click on its "Edit" tab--but be careful not to accidentally make changes to the existing case.<br />
<br />
Some basic tips follow, you may also refer to the MediaWiki [http://meta.wikimedia.org/wiki/Help:Contents User's Guide] for more information.<br />
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'''Indentation:''' Type <span style="color:#006400"><nowiki>:Indent 1</nowiki></span> and <span style="color:#006400"><nowiki>::Indent 2</nowiki></span> to get:<br />
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'''Headings:''' Type <span style="color:#006400"><nowiki>==Level 1==</nowiki></span> or <span style="color:#006400"><nowiki>===Level 2===</nowiki></span> or <span style="color:#006400"><nowiki>====Level 3====</nowiki></span> or <span style="color:#006400"><nowiki>=====Level 4=====</nowiki></span> to get:<br />
==Level 1==<br />
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=====Level 4=====</div>Nas27https://casewiki.lib.byu.edu/index.php?title=Welcome_to_the_Library_Instruction_Case_Wiki&diff=420Welcome to the Library Instruction Case Wiki2009-12-04T18:37:33Z<p>Nas27: </p>
<hr />
<div>We hope you find the guides and case studies collected here helpful, and we invite you to contribute by discussing your experiences on the discussion page for each case study, and by submitting case studies you have developed and used in your own instructional efforts. To add content you must create a log in. You can do so [https://lib.byu.edu/casewiki/index.php?title=Special:UserLogin&type=signup here]. Or you can send an email to [mailto:casewiki@lib.byu.edu casewiki@lib.byu.edu]<br />
<br />
<br />
== Case Studies ==<br />
(The print and electronic resources suggested by case authors for use in cases should be considered examples only and do not constitute an endorsement of any specific product.)<br />
<br />
=== Cases for Advanced Business Students ===<br />
* [[Building a Company List - Trucking in Texas]]<br />
* [[Determining Market Size - Infant Formula]]<br />
* [[Entrepreneurial Marketing - The Comic Book Guy]]<br />
* [[Global Trade and Economics - Manufacturing Medical Instruments]]<br />
* [[International Business - Launching the Wii]]<br />
* [[International Marketing - Baby Care]]<br />
* [[Market Research - The Commuter Bar]]<br />
* [[Securities Analyst Reports - The NPO Portfolio]]<br />
<br />
=== Cases for Beginning Students in Any Discipline ===<br />
* [[Freshman Research Paper - The Courtship Rituals of College Students]]<br />
* [[Research for a Position Paper - Globalization]]<br />
<br />
<br />
== Want to submit your own case studies? ==<br />
Follow this guide to learn [[How to Contribute Cases]], and save often!<br />
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<br />
== Learn More About Case-Based Instruction ==<br />
<br />
[[What is Case-Based Library Instruction?]]<br />
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[[About the Library Instruction Case Wiki]]<br />
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[[Annotated Bibliography]]<br />
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__NOTOC__</div>Nas27