Library and Information Science Commons^™

Assessment Through Peer Assessment: Developing A Method Of Peer Evaluation For The Liaison Model, Claudia Mcgivney

Library Faculty Publications

Academic libraries in the United States are increasingly adopting liaison models in order to increase their impact across the campus community. Through the evolution of this model, librarians must negotiate the new landscape for providing information literacy instruction to diverse and specialized populations. In order to adapt to specific departmental needs, while maintaining learning outcomes within the ACRL Framework, liaisons must design a systems for assessing how best to ensure all needs are addressed. Peer mentoring establishes a community of practice that will guide strategic planning while maintaining continual reflection and revision of the information literacy program.

The Data Framework: A Collaborative Tool For Assessment At The Unlv Libraries, Starr Hoffman, Ashley Hernandez-Hall

Library Faculty Publications

Keeping track of the data that academic libraries capture is a massive task. The University of Nevada - Las Vegas (UNLV) University Libraries developed a data framework as a tracking tool for data points. This framework is both a data dictionary and a manual that records data-gathering procedures. This ensures that the data is continually gathered and reported in the same way, and also ensures that institutional memory of those procedures is preserved, regardless of staff turnover. Additionally, the revised Data Framework, and the revision process, transformed staff attitudes about data reporting and strengthened the libraries' culture of assessment.

Gaming, Gamification And Byod In Academic And Library Settings: Bibliographic Overview, Plamen Miltenoff

Library Faculty Publications

Lev Vygotsky’s “Zone of proximal development” and his Sociocultural Theory opened new opportunities for interpretations of the learning process. Vygotsky’s ideas overlapped Jean Piaget’s and Erik Erickson’s assertions that cooperative learning, added to experimental learning, enhances the learning process. Peer interaction, according to them, is quintessential in accelerating the learning process (Piaget, 1970; Erickson, 1977; Vygotsky, 1978). Robert Gagné, B.F. Skinner, Albert Bandura, and others contributed and constructivism established itself as a valid theory in learning. Further, an excellent chapter of social learning theories is presented by Anderson, & Dron (2014).

Games are type of cooperative learning. Games embody the …

Complex Questions, Evolving Answers: Creating A Multidimensional Assessment Strategy To Build Support For The “Teaching Library”, P. S. Mcmillen, A. M. Deitering

Library Faculty Publications

Since 2001, librarians at Oregon State University's Valley Library have been working to build a "teaching library" supported by a clearly articulated instruction program. From the start, we believed that we needed to assess the teaching library's impact, not only to determine the success or failure of our efforts but also to demonstrate the need for intentional, proactive in formation literacy instruction on our campus. No single assessment tool or method proved adequate to effectively measure student learning happening both inside and outside the library. We describe our evolving, multi-pronged approach to measuring the impact of the library on student …

Using The Acrl Information Literacy Competency Standards For Higher Education To Assess A University Library Instruction Program, Jeanne R. Davidson, P. S. Mcmillen, Laurel S. Maughan

Library Faculty Publications

The Reference and Instruction Department at Oregon State University (OSU) was charged with creating a vision and goals for its instruction program. This article describes how we used the recently published ACRL Information Literacy Competency Standards for Higher Education as a framework for an initial self-study of our instructional practice and for promoting the concept of information literacy at our institution. The process of assessing our current practice led to discussions with library and campus faculty about the value of information literacy and to a clearer articulation of our instructional mission.