Social and Behavioral Sciences Commons^™

Inciting Action: Assessment Reporting Strategies That Fuel Change And Improve Learning, Kathy E. Clarke, Gretchen A. Hazard

Libraries

All assessment practitioners know the penultimate goal is loop closing. But we also live with the reality that assessment is also beholden to the Gods of Accountability. As assessment professionals, we dutifully attend to the cycle of improving student learning, but at each step in the cycle we must continue to hone our skills. Results reporting may seem like the least sexy of all of the steps in our practice, but we argue that is singularly important and represents a high art of assessment craft. Results must be engaging, actionable, meet accountability mandates, and importantly read by those who can …

The Library Rally, Michelle Gibeault

University Libraries Faculty Publications and Presentations

Course instructors are a teaching librarian’s closest partners. This assessment focuses on gathering their responses to the most critical questions anonymously and offers the opportunity to include additional written feedback. If you’re not doing any assessment presently, this might be a good method to get responses in a quantifiable format, and it creates a medium for fellow educators to offer suggestions for improvement.

Mapping The Association Of College And Research Libraries Information Literacy Framework And Nursing Professional Standards Onto An Assessment Rubric, Gloria Willson, Katelyn Angell

Brooklyn Library Faculty Publications

Objective: The authors developed a rubric for assessing undergraduate nursing research papers for information literacy skills critical to their development as researchers and health professionals.

Methods: We developed a rubric mapping six American Nurses Association professional standards onto six related concepts of the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. We used this rubric to evaluate fifty student research papers and assess inter-rater reliability.

Results: Students tended to score highest on the “Information Has Value” dimension and lowest on the “Scholarship as Conversation” dimension. However, we found a discrepancy between the grading patterns …

Going Beyond The One-Shot: Spiraling Information Literacy Across Four Year, Shawna E. Egan, Alan Witt, Shawna M. Chartier

Milne Library

Many institutions overwhelm the first year seminar with “one-shot” library instruction sessions, which are not necessarily linked to any form of assignment or assessment. So how can librarians maintain information literacy instruction throughout a student's academic career? Data collected by the Rivier University librarians showcases the ability to implement information literacy more effectively by streamlining and leveling it out over a four-year period.

What Does It Take To Make Discovery A Success?: A Survey Of Discovery Tool Adoption, Instruction, And Evaluation Among Academic Libraries, Aaron Nichols, Emily A. Crist, Graham Sherriff, Megan Allison

University Libraries Faculty and Staff Publications

Discovery tools have been widely adopted by academic libraries, yet little information exists that connects common practices regarding discovery tool implementation, maintenance, assessment, and staffing with conventions for research and instruction. The authors surveyed heads of reference and instruction departments in research and land-grant university libraries. The survey results revealed common practices with discovery tools among academic libraries. This study also draws connections between operational, instructional, and assessment practices and perceptions that participants have of the success of their discovery tool. Participants who indicated successful implementation of their discovery tool hailed from institutions that made significant commitments to the operations, …

Information Literacy Supporting Student Motivation And Performance: Course-Level Analyses, Michael Flierl, Emily Bonem, Clarence Maybee, Rachel Fundator

Libraries Faculty and Staff Scholarship and Research

This study examines the effects of information literacy (IL) on student learning and motivation in university courses. We investigated student course-level learning gains and student perceptions of their learning environments by examining data from over 3,000 students in 102 course sections across seven colleges. Results provide evidence of the following: 1) students who synthesize information and communicate the results tend to perceive higher levels of motivation than students who do so less often; 2) there is a significant positive relationship between synthesizing information and communicating the results and course level learning gains. Our results point to the efficacy of IL …