Social and Behavioral Sciences Commons^™

Checking In Without Burning Out: Designing Sustainable Assessment Plans For An Undergraduate Peer-To-Peer Research Mentor Program, Kevin Moore, Hannah Krauss

All Musselman Library Staff Works

Learn how librarians developed a programmatic assessment schedule for their undergraduate, peer-to-peer research consultant service with an emphasis on practicality and sustainability. This poster and its supplementary materials present the finished plan, which addresses 13 programmatic learning outcomes over the course of six semesters, offering one model for how to approach a large-scale assessment project systematically and intentionally without burning out library staff.

Ils Transition Mission: Creating Ease For Our Patrons, Marina Narvaez

University Libraries Faculty Publications and Presentations

University of Arkansas Libraries implemented a new library system, OneSearch, that became fully operational in July 2022. In the planning for this transition, collaboration among colleagues outside the committee and preliminary user-feedback became necessary as decisions were finalized. Participants were requested to perform searches on several material types, narrow or broaden their retrieval, and provide general observations. This poster provides information and analysis of the feedback gathered.

Drafting An Assessment Plan For Your Instruction Program: Sustainably Assessing Information Literacy In An Undergraduate Stem Course, Kevin Moore, Clinton K. Baugess

All Musselman Library Staff Works

Assessing student learning across a library instruction program can be infeasible without being strategic, intentional, and realistic. Librarians at a small college will share how they developed a sustainable, 3-year assessment plan for the ACRL Framework and targeted a 100-level biology course-one of the two high-enrollment STEM courses that receive library instruction on their campus each year. The presenters will share their assessment plan, flipped instruction model, workflow-management strategies, and lessons learned for collaborating with STEM faculty to assess information literacy.

Assessing Synthesis Of Information From Sources, Sarah P.C. Dahlen

Library Faculty Publications and Presentations

Synthesis of information from sources is an important component of information literacy, and one that is perhaps less straightforward to teach and to assess than other information literacy skills. At the author’s institution, synthesis was identified as an area in which students were not demonstrating proficiency at the desired level. This led to an iterative, multi-year process of working with faculty from across disciplines to develop, employ, and revise a rubric that measures synthesis and its component parts. The author found that using a multidimensional rubric such as the one developed is a viable method for assessing students’ ability to …

Redesigning Program Assessment For Teaching With Primary Sources: Understanding The Impacts Of Our Work, Jen Hoyer, Kaitlin H. Holt, John Voiklis, Bennett Attaway, Rebecca Joy Norlander

Publications and Research

This article describes how redesigning a program’s assessment practices for teaching with primary sources (TPS) can provide a clear framework for talking about the impact of educators’ work in archives and can provide feedback on how to refine instruction practices for greater results. The authors share a description of their assessment redesign process accompanied by analysis of the implementation of our new assessment tool in the hope others will consider the design and goals of their own assessment practices. The authors’ work demonstrates that reflection on existing tools, development of new goals, and design of new assessment strategies can yield …

Assessing The Impact Of An Information Literacy Course On Students' Academic Achievement: A Mixed-Methods Study, Wilma L. Jones, Tara Mastrorilli

Publications and Research

Objective – The aim of this study is to demonstrate the impact of a stand-alone, credit-bearing information literacy course on retention and GPA for students at an open access urban college.

Methods – Researchers conducted a mixed-methods study with a two-part focus. The first examined the impact of a credit-bearing course using propensity score matching (PSM) techniques to compare academic outcomes for students who participated in the course versus outcomes for similar students who did not enroll in the course. Multiple regression analyses were conducted to measure impact on GPA and performance in 100-level introductory English general education courses. Logistic …

Aligning Metaliteracy With Self-Directed Learning To Expand Assessment Opportunities, Trudi E. Jacobson, Thomas P. Mackey, Jako Olivier

University Libraries Faculty Scholarship

Metaliteracy is a holistic model that emphasises information-related knowledge attainment whilst challenging individuals to take charge of their learning strategies and goals. It prepares learners to become informed consumers and responsible producers of information. Metacognition is a core concept in metaliteracy, just as it is in swelf-directed learning (SDL) and in methods of assessment appropriate to SDL, such as assessment as learning (AaL) and assessment for learning (AfL). This congruence provides clear avenues for using metaliteracy’s framework in ways that support SDL. The first part of the chapter explores metaliteracy and its connections with SDL and assessment. The remainder of …

Assessing The Computer Literacy Among The Below Poverty Line (Bpl) Community Of Malda District, Najhat Tarannum, Parikshit Mondal Dr.

Library Philosophy and Practice (e-journal)

Introduction: The need to be computer literate is very essential with the exponential growth of information technology in every aspect of human life. To cope up with the rapid integration of information technology in day to day life, the competencies to computer literacy and efficient usage of computers is much more needed. The purpose of the study was to assess the computer literacy among the Below Poverty Line (BPL) community of Malda district for their compliance to IFLA information literacy model and its need.

Methodology: Survey research method was adopted for this study enquiring through structured questionnaire which contained 20 …

Instructional Programmatic Assessment Rubric, Maya Hobscheid, Kristin Kerbavaz, Emily Frigo, Sheila García Mazari, Hazel Mcclure, Samantha Minnis, Gayle Schaub

Library Reports and Communication

This rubric was developed between April, 2020 and August, 2021. The purpose of this rubric is to internally assess student learning of information literacy to better inform the GVSU Libraries’ instruction program.

Instructional Design With The Ice Approach In Academic Libraries: A Framework That Integrates Assessing, Learning, And Teaching, Junli Diao

Publications and Research

One-shot instruction in academic libraries is a librarian-controlled bibliographic instruction that responds to the point of information need for subject-related courses. The assessment of teaching effectiveness tends to take a summative approach, which provides an answer to what students learned but does not address how they learned. This column theoretically explores the framework of Ideas-Connections-Extensions (ICE) in library instruction and the classroom setting, which demonstrates learning outcomes and explores the learning journey, and integrates assessment, learning, and teaching through collaborative efforts by academic librarians and classroom faculty.

Connections In Information Literacy Responses: Il In The Undergraduate University Experience, Elizabeth H. Brown, Lauren Wittek, Mattias Olshausen

Library Scholarship

This study was conducted at a four-year state university to compare differences in information literacy knowledge between students at the first-year, sophomore, junior, and senior levels. The survey included questions about reading habits, library usage, and information literacy knowledge, and was shared with 10,967 students with a 15.7% response rate. Analysis of the responses found reduced participation from sophomores, a positive relationship between required course use of the library and actual use of the library, a positive relationship between library exposure and accuracy of responses, and other academic connections to information skills.

Strengthening The Connections Between Library Instruction And Student Success, Lucinda R. Wittkower, Joleen Westerdale Mcinnis

Libraries Faculty & Staff Presentations

This poster will share the results from a three-year study that investigated correlations between student participation in library instruction and student academic achievement. Using rigorous research practice and acknowledging ethical concerns by use of an in-depth student consent process, the researchers will share their findings regarding the relationships that exist between student participation in library instruction and completion of course for which instruction was attended and the relationships between student participation in library instruction and their grade in course. Additionally, the researchers will share the unexpected, but interesting finding related to student withdrawal rates. Finally, the researchers will include information …

Real Talk: Librarian Perceptions Of The Professional Conversation On Information Literacy Assessment, Amber Willenborg, Robert Detmering, Samantha Mcclellan

Faculty Scholarship

This qualitative study investigates how academic librarians perceive the professional conversation about information literacy assessment, focusing on their characterization of the discourse and the benefits of and barriers to their participation. Findings from phenomenological interviews indicate that librarians view the conversation as valuable and inspiring, but also divisive and inapplicable to many libraries. While they find value in sharing ideas and engaging in a community of practice, they may face such barriers as feelings of inadequacy and insufficient resources. The authors provide recommendations to help librarians, administrators, and conference planners foster more inclusive and productive engagement in the professional conversation …

Measure By Measure: Composing And Rehearsing A Campus-Wide Il Rubric, Jim Kinnie, Mary C. Macdonald, Elaine Finan

LOEX Conference Proceedings 2013

No abstract provided.

Tune Up Your Pedagogical Questions For Effective Use Of Classroom Response Systems, Emily M. Johnson

LOEX Conference Proceedings 2013

No abstract provided.

Increasing Our Reach While Preserving Quality: Creating And Using Information Literacy Assessments And Rubrics For Non-Librarians, Rory Patterson, Angela Rice, Jeremy Roden

LOEX Conference Proceedings 2013

No abstract provided.

The Qualtrics Tempo: Check The Pulse Of The Class Using Qualtrics Research Suite, Lesley Moyo, Tracy Gilmore

LOEX Conference Proceedings 2013

No abstract provided.

Remix Your Data: Visualizing Library Instruction Statistics, Brianna Marshall, David Edward "Ted" Polley

LOEX Conference Proceedings 2013

No abstract provided.

Strum A New Chord: Embracing The Uncomfortable & Switching To Learner-Centered Library Instruction, Courtney Eger, James Benner

LOEX Conference Proceedings 2013

No abstract provided.

Wikipedia As An Authentic Learning Space, Michele Van Hoeck

LOEX Conference Proceedings 2013

No abstract provided.

Student Learning: An Assessment Of Information Literacy Learning In Nursing Research One-Shots, Stephanie Wiegand

University Libraries Faculty Publications

Background

The objective of this research is to assess student learning in a library one-shot for Nursing students who are beginning to navigate the scholarly research system and to identify and procure primary and secondary research studies to support a clinical change.

Methods

NURS 380 is the research and evidence-based practice course for second-year nursing students taken in concert with clinical experiences. Three sections of this course (36 students each) were given the same lecture, hands-on practice, and facilitated research time with the same librarian during a three-hour session of the course. At the end of each session, the librarian …

Articulating The Value Of Our Daily Work: An Initial Discussion Of The Assessment Challenges Of Engineering Librarians, Amy G. Buhler, Margaret Phillips, Amy Van Epps

Libraries Faculty and Staff Presentations

Engineering librarians need to assess the effectiveness of our library instruction and outreach for many reasons, including communicating library value to institutional stakeholders and making impactful contributions to the scholarly literature. However, as practitioners, most librarians have not been formally educated in research design, data collection, and data analysis. To increase our skills and knowledge and to better align with various publication expectations and guidelines (e.g., ELD Author Guidelines), this panel will lead a discussion on library assessment needs with regard to research design, data collection, data analysis, and dissemination and discovery. The goal of the panel is to …

How Students Information Literacy Skills Change Over Time: A Longitudinal Study, Veronica Wells

University Libraries Librarian and Staff Presentations

How do students’ information literacy skills change over the course of their undergraduate education? We assume or at least hope they will improve. But do they? And if so, by how much? At the University of the Pacific, we are using the SAILS (Standardized Assessment of Information Literacy Skills) Test to assess undergraduate students’ information literacy skills and to see how they have changed over time. The SAILS Test is a multiple-choice test that has been used by more than 200 universities across the world. According to their website, the SAILS Test can “determine how well your students can navigate …

Rethinking Information Literacy Assessment: Relevance, Reliability, And Validity Of Constructs And Measures, Melissa Clark

Librarian and Staff Publications

Information literacy assessment has traditionally approached student learning as the acquisition of declarative knowledge, which can be measured with easily-graded true/false and multiple-choice questions. Although such measures may prove highly reliable in test-retest situations, they are not valid measures of knowledge or learning, because they fail to test procedural and conditional knowledge, both of which are essential for students to reach the higher levels of Bloom’s taxonomy. This omission can partially explain the disconnect between scores on tests of information literacy and students’ continued poor performance on research assignments. Furthermore, information literacy assessment has failed to address the social and …

How To Create A Stunning Video Orientation By Hand, Rachel S. Evans

Articles, Chapters and Online Publications

This article describes the multi-faceted approach UGA Law Library took with their fall 2018 first year student orientation. It describes the process of the creating a virtual tour experience, pairing it with a hybrid face-to-face event, and assessing the impact of all aspects of the orientation. The creation of the video itself involved a multi-media approach using a combination of visual arts and technology to animate a product that has a longer expiration than traditional video or in-person library orientations offer.

Designing Effective Legal Research Rubrics: The Foundation For Successful Assessment, Carol A. Watson, Katie Hanschke, Zanada Joyner

Presentations

Increasingly librarians are teaching many, if not all, of the legal research courses at their law schools. Most librarians are not experts in education assessment design. Assessment with rubrics creates a learner centric environments in which instructors objectively evaluate student progress and assures that students receive consistent and meaningful feedback. Rubrics provide both students and instructors with a clear understanding of whether learning outcomes have been achieved. Guided by the instructors' experience and an in-depth review of the literature law librarians will be exposed to the best practices when creating rubrics including alignment with the course goals and instructor expectations.

Weaving Connections: Utilizing A Library-Social Work Partnership To Build Information Literacy Skills, David Vess, Laura Trull

Libraries

While evidence continues to build that information literacy (IL) is taught across university and college curricula at all student levels (Junsbai, Lowe & Tagge, 2016), challenges connecting IL to those curricula in meaningful ways persist (Julien, Gross, & Latham, 2018; Klomsri & Tedre, 2016; Bombaro 2013). Blending IL into social work education beyond traditional one-shot library sessions also remains a challenge as evidenced by the dearth of literature demonstrating sound instruction and assessment practices of IL in social work programs (Bausman & Ward, 2016; Kayser, Bowers, Jiang, & Bussey 2013; Johnson, Whitfield, & Grohe, 2011; Ismail, 2009; Brustman & Bernnard …

Imls Sparks Ignite Il Framework Cooperative Project Final Performance Report, Appendix F: Outcomes & Indicators For Student Performance, Jessame Ferguson

IMLS SPARKS Ignite IL Framework Cooperative Project for At-Risk Student Success in Smaller Colleges

This document is an appendix to the Final Performance Report for the IMLS Sparks Ignite IL Framework Cooperative project. It contains the four outcomes and the performance indicators for each outcome.

Imls Sparks Ignite Il Framework Cooperative Project Final Performance Report, Jessame Ferguson

IMLS SPARKS Ignite IL Framework Cooperative Project for At-Risk Student Success in Smaller Colleges

This is the Final Performance Report for the SPARKS Ignite IL Framework Cooperative Project for At‐Risk Student Success in Smaller Colleges. Through a partnership of five institutions led by McDaniel College, we developed new best practices for ensuring information literacy education programs at smaller institutions support success and persistence of at‐risk students in their critical first‐year. We used the newly adopted Association of College & Research Libraries Framework for Information Literacy for Higher Education to develop and test new assessment methodologies and engaging educational experiences for first‐year students. The project took place in 2017. The report summarizes our successes, challenges …

Chapter 12: You Spin Me Right Round (Like A Record) — Or, Does The Assessment Loop Ever Truly “Close”?, Iris Jahng

Joseph P. Healey Library Publications

Chapter 12 from Shaping the Campus Conversation on Student Learning and Experience: Activating the Results of Assessment in Action.