Social and Behavioral Sciences Commons^™

Reap What You Sow: Connecting Library Service Data To University Learning Outcomes, Mandy Shannon, Sue Polanka, Jason Lipiec

University Libraries' Staff Publications

Discover an innovative homegrown product for recording all reference, instruction, and collegial activities. This tool maps activities to university learning outcomes and generates reports to communicate the library’s value to campus stakeholders. Learn about how this product was developed, its use, and how one department has responded to it.

Success! Assessment In Action And Its Impact On Four Academic Libraries, Lisa Massengale, Heather Jagman, Amy Glass, Stephanie Bluemle

Heather Jagman

This panel will provide an overview of Assessment in Action learning projects, which assessed library impact on student learning. Augustana College studied the effect of using original primary materials on first-year students’ information literacy and critical thinking skills. DePaul University investigated how independent learning activities allowed first year students to articulate how the library contributed to their success. Illinois Central College looked at library instruction’s impact on student success within sections of Composition ENG 111 (Composition II) courses. Illinois Institute of Technology examined whether intensity of library usage affected undergraduate student success.

Academic And Public Libraries’ Use Of Web 2.0 Applications And Services In Mississippi, Kalah Rogers Mlis

SLIS Connecting

Libraries have guidelines and standards that hold them accountable to be effective institutions (Husid, 2010). The American Library Association’s (ALA) “Library Bill of Rights” sets six basic standards for all libraries to follow. Among other things, these standards encourage libraries to resist forms of censorship, grant access to all types of materials, and resist biases (ALA, 2007). However, as libraries have evolved, so have many of these guidelines and standards with respect to technology specifically. For example, the American Association of School Libraries (AASL) Standards for the 21st Century Learner requires that the students in today’s classroom strive to master …

Driving The Bus: Building Use Study And Space Assessment At Wright State University Libraries, Mandy Shannon, Sue Polanka, Bette S. Sydelko

University Libraries' Staff Publications

In response to the library’s strategic plan, the Wright State University Dunbar Library is in the midst of a long-term, multi-modal building use study. In the spring of 2015, the library’s assessment team used a combination of an open-source tablet-based software program, photographs, questionnaires, and preference-based voting to capture information about physical space use, building user perceptions, and user needs.

In the second phase of this building use study, librarians are working in collaboration with the Office of Institutional Research to develop two needs-assessment surveys based on the responses in the first phase. One survey will be distributed to students; …

Performance Assessment In Academic Libraries Through Campus Collaboration, Debbie Sharp, Beth Fuchs

Library Presentations

Librarians and classroom faculty share the common goal of developing students’ research abilities. This session will describe a collaborative approach to performance assessment of information literacy learning outcomes, one of our general education competencies. Through collaboration with faculty, we create an assessment that aligns course requirements with information literacy learning outcomes, and that can be applied across disciplines, departments, teaching formats, and class sizes. We will model the assessment process, and participants will use our rubric to score sample responses.

Teaching Information Literacy Threshold Concepts: Lesson Plans For Librarians, Gayle Schaub, Patricia Bravender, Hazel Mcclure

Gayle Schaub

Creating Library And Academic Insiders Through Collaborative Reflective Writing, Heather Jagman

Heather Jagman

Reflection papers can be an effective way to invite students to connect personal experiences to new academic experiences, and reinforce their identity as successful members of the academic community. Results of a co-curricular assessment project demonstrate how students can contribute to their own information literacy and academic success.

More Than Just Where To Click, Heather Jagman, Troy Swanson

Heather Jagman

How do we move students beyond mechanical searching skills toward more sophisticated ways of understanding information? How can we encourage students reflect on their own beliefs and worldviews as they interact with sources? ACRL’s new title, Not Just Where to Click: Teaching Students How to Think about Information seeks to answer these questions. In addition to providing background on the editorial process, Swanson and Jagman will highlight the connections made by contributors and explore how authors provide a balance of theoretical and applied approaches to information literacy, supplying readers with accessible and innovative ideas ready to be put into practice.

Not Just Where To Click : Teaching Students How To Think About Information, Heather Jagman, Troy Swanson

Heather Jagman