Library and Information Science Commons^™

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 …