1 Why database selection matters

Database selection is a key skill for librarians and researchers alike. It affects the quality, quantity, and relevance of the information you find and use. Choosing the right databases can help you save time, avoid frustration, and improve your research outcomes. On the other hand, choosing the wrong databases can lead to missed opportunities, irrelevant results, and poor research practices.

2 General vs subject-specific databases

General databases are those that cover a wide range of disciplines, topics, and sources. They are useful for getting an overview of a topic, finding interdisciplinary connections, and locating popular or general sources. Some examples of general databases are Academic Search Complete, ProQuest Central, and Google Scholar. Subject-specific databases are those that focus on a particular discipline, topic, or source type. They are useful for finding specialized, in-depth, and scholarly information on a specific subject area. Some examples of subject-specific databases are PsycINFO, ERIC, and PubMed.

3 How to balance the use of general and subject-specific databases

When it comes to balancing the use of general and subject-specific databases for library instruction goals, there is no one-size-fits-all formula. It depends on several factors, such as the purpose, scope, and level of the research project, the discipline and background of the students, and the availability and accessibility of the databases. However, some general guidelines to consider include starting with a general database to get a broad overview of the topic and identify key terms and concepts. You can then use a subject-specific database to narrow down the search and find more specialized and scholarly information. Comparing and contrasting results from different databases can help evaluate their strengths and weaknesses, quality and relevance, and similarities and differences. Additionally, teach students how to use database features such as filters, facets, advanced search, citation managers, and subject guides to optimize their search strategies and results. Finally, encourage students to explore multiple databases and sources to avoid bias and duplication while expanding their knowledge and perspectives.

4 How to select the best databases for your library instruction goals

For successful library instruction, it is important to plan and prepare. To do this, you must identify the learning objectives and outcomes desired from the session. Then, analyze the research assignment and topic to understand the requirements and expectations. After that, review the available databases and their content to determine which are relevant and appropriate for the discipline, topic, and level of research. Additionally, evaluate the databases and their features in terms of user-friendliness, comprehensiveness, coverage, content, reliability, accuracy, and accessibility. Finally, choose the databases that best suit your library instruction goals by determining how many and which databases to use as well as how to balance general and subject-specific databases. Justify and explain your choices for optimal results.

5 How to assess the impact of your database selection

Assessing the impact of your database selection is paramount for gauging the effectiveness of your library instruction session and refining your future practice. To do so, you should consider collecting feedback from students and faculty on their satisfaction and confidence with the databases and sources they used, as well as how they benefitted from the library instruction session. Additionally, analyze the students' research products and processes to determine how well they applied the skills and knowledge they learned. Further, reflect on your own performance and experience to assess how well you achieved your library instruction goals, balanced the use of general and subject-specific databases, and encountered challenges or successes.