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1.
Shannon Kealey MLS 《Medical reference services quarterly》2013,32(4):411-425
This column examines the experience, over three years, of a librarian embedded in an online Epidemiology and Evidence-based Medicine course, which is a requirement for students pursuing a Master of Science in Physician Assistant Studies at Pace University. Student learning outcomes were determined, a video lecture was created, and student learning was assessed via a five-point Blackboard test during year one. For years two and three, the course instructor asked the librarian to be responsible for two weeks of course instruction and a total of 15 out of 100 possible points for the course. This gave the librarian flexibility to measure additional outcomes and gather more in-depth assessment data. The librarian then used the assessment data to target areas for improvement in the lessons and Blackboard tests. Revisions made by the librarian positively affected student achievement of learning outcomes, as measured by the assessment conducted the subsequent semester. Plans for further changes are also discussed. 相似文献
2.
Library Value in the Classroom: Assessing Student Learning Outcomes from Instruction and Collections
《The Journal of Academic Librarianship》2014,40(3-4):332-338
What is the value of library services and resources in the college classroom? How do library instruction and collections contribute to academic teaching and learning outcomes? A chemistry instructor, instruction librarian, and technical services librarian collaborated to answer these questions by combining chemistry education and information literacy pedagogy to assess student learning. The authors developed curriculum units that teach information literacy skills and scientific literature research in a General Chemistry Laboratory course for Honors students. Their study extends beyond examining library instruction and collections assessment in isolation. Rather, their research protocol intends to contribute to student learning outcomes assessment research. The authors propose that an embedded, mixed-methodology, and longitudinal approach can be used to collect data and assess outcomes in terms that describe and measure the value of library services and resources. 相似文献
3.
《The Reference Librarian》2013,54(89-90):121-138
SUMMARY This article discusses faculty-librarian collaboration to integrate technology in a course that focuses on teaching empirical research methodologies and library research skills to elementary and early childhood education graduate students. Vygotsky's theory, standards in teacher education, and information literacy standards form the conceptual framework that supports this collaboration. The purpose and procedures of this collaboration, as well as student, faculty, and librarian outcomes, are discussed. This present collaboration on bibliographic instruction and the use of Blackboard courseware is framed within the context of past history of collaboration and future plans to expand this collaboration. 相似文献
4.
Beth Tumbleson John Burke Jessica Long 《Journal of Library & Information Services in Distance Learning》2019,13(1-2):196-214
Librarians are committed to supporting teaching, learning, and research. They are equally committed to supporting student success and retention. Demonstrating the impact that learning management system (LMS) embedded librarians make on student learning has been difficult to correlate, however. Studies that assess this connection, using qualitative and quantitative data have been undertaken in recent years. In a university regional campus library study conducted in 2016–2017, LMS embedded librarians explored the relationship between student learning and information literacy instruction, relying primarily on a customized LMS embedded librarian page of library resources and learning objects. They used a rubric to assess student research papers and bibliographies, LMS course analytics, instructors’ grades, and student feedback. This article reviews the literature and their methodology, challenges, and findings. They wish to guide colleagues, committed to assessing how librarians contribute to student learning, in selecting assessment approaches and validate their instructional role. 相似文献
5.
Reviewed by Doris Wisher 《Medical reference services quarterly》2013,32(3):290-291
At the Ohio State University, a health sciences librarian is the co-instructor in a required information competencies course for first-year undergraduate students in the Honors Biomedical Science Major. This article discusses the creation and development of the credit-bearing, in-person course from the curriculum planning phase in 2005 to present. Improvements to the course are described by year. Student feedback, student performance, and reflection by the co-instructors influenced the course improvements, including changes in content, delivery, student feedback mechanisms, and assessment of student learning. The course teaches students to access, organize, read, and analyze the biomedical research literature. 相似文献
6.
ABSTRACT Librarians can replace or supplement traditional in-class instruction with course-specific online tutorials. The literature demonstrates how tutorials customized for specific courses are more beneficial than tutorials on basic research skills. Many authors discuss creating online tutorials but do not design one devoted to a specific course. With increasing demand for instruction services, online tutorials can ease staffing concerns prevalent at many libraries and otherwise enhance the quality of instruction and its application to varied learning styles. Using the Blackboard course management system, the authors created an online tutorial tailored to the required World Civilizations course at the University at Buffalo. The tutorial incorporated elements of successful online tutorials described in the literature: clear terminology, a quiz for self-assessment, opportunities for active learning, and individual e-mail feedback between students and librarians, and applied them to a specific course. The authors discuss student and librarian reaction to the tutorial and make recommendations for how the tutorial can be improved and implemented in everyday instruction services. 相似文献
7.
In collaboration with a strategy professor, a research librarian at a four-year SACS and AACSB-accredited Southern college transitioned from the one-time library instruction model to the role of an embedded librarian within a senior-level capstone course over a multi-year transition period. Through the use of multiple quantitative and qualitative assessment instruments, as well as anecdotal comments, and finally pre- and post-test student satisfaction and learning surveys, the library instruction and course requirements were revised. This course's implementation formed the basis of a campus-wide effort to embed librarians within on-campus and online/hybrid courses. Conclusions, discussion and areas for future research are included. 相似文献
8.
Jennifer E. Nutefall 《Public Services Quarterly》2013,9(4):250-261
In Fall 2006, a faculty member in George Washington University's University Writing 20 (UW20) program began incorporating service learning into her theme-based first-year writing course. Along with her librarian partner, they linked two research assignments to the service work of the students. An end-of-semester survey was administrated over three semesters with one question asking if the student's research process was affected by their service experience. In reviewing and analyzing student comments, four themes emerged: increased motivation, use of numerical data and primary sources, increased knowledge in approaching and limiting topics, and the potential for bias. 相似文献
9.
Assessment is often treated as an unwelcome and time-consuming university or departmental requirement. This project proposes that assessment is actually an opportunity that communication faculty should embrace. Beginning with the end in mind, this study used stated course learning outcomes to construct a pre-/posttest instrument, administering those assessments in order to find out whether students were really learning what they were supposed to be learning. This article explains how the assessment instruments were constructed and administered, demonstrates clear and significant learning gains across three semesters, and identifies learning outcomes in need of instructional improvement. It also finds that by separating assessment from grading, pretests can identify concepts that need not be retaught, and posttests can reveal that an instructor’s perception of a successful instructional day does not necessarily match the reality of student learning for that day. 相似文献
10.
Learning outcomes assessments are an important aspect of course administration. However, these efforts tend to prioritize the perspective of instructors/administrators. This study seeks to understand how students perceive their learning gains after taking the introductory communication course. In qualitatively analyzing a sample of more than 2,500 student self-assessments, we found that students crafted narratives of success that focused on verbal and nonverbal improvements, provided accounts of growth in confidence, and demonstrated mastery of course principles. These findings incorporated student perceptions of learning and closed the assessment loop by highlighting learning outcomes that need to be better emphasized in the introductory course. 相似文献
11.
《Research Strategies》1998,16(3):211-220
Rapid advancement and new information sources in many academic fields offer expanded opportunities for collaborative teaching Campus-wide programs, such as UWired, are effective in stimulating collaborative teaching, but efforts of individual faculty members and librarians can also produce effective courses This article describes how bioinformatics sources were introduced to students in a human genetics course taught by a professor and a librarian at the University of Tennessee Course content, learning objectives, and student assignments are covered, as well as roles of the professor and librarian m teaching the course The librarian attended each class session, which proved effective in integrating him into the course and expanded his knowledge of how genetics information is used by researchers 相似文献
12.
《Journal of Web Librarianship》2013,7(4):493-509
ABSTRACT Many academic librarians use online information literacy tutorials as an alternative or a supplement to in-class library instruction. Tutorials created with streaming media software such as Camtasia Studio have become increasingly popular. Librarians at a mid-sized Midwestern university have created several such tutorials demonstrating various library resources. The value of streaming-media tutorials is supported by key learning theories such as cognitive load theory, dual coding theory, and multimedia learning theory. However, studies measuring the impact of online tutorials on student learning of information-literacy skills have shown mixed results. The authors tested the effectiveness of an online information literacy tutorial on a group of undergraduate business students. About 140 students in three undergraduate finance classes rated a Value Line online tutorial. Students were also invited to complete a follow-up survey online with Blackboard. This survey measured student knowledge retention of Value Line and interest in online tutorials. The results showed that while students viewed the tutorial positively, they preferred face-to-face instruction from a librarian. Also, while most students could locate the proper links in Value Line, only 30 percent were able to successfully look up a company. Indicators point to a future for online instruction coexisting with, yet not replacing, traditional classroom library instruction. 相似文献
13.
This article explores the way librarians define, leverage, and amplify expertise in a twenty-first century academic library. An expert team comprised of a nursing librarian, online learning librarian, information-literacy librarian, and assessment librarian sorted the learning outcomes from the Information-Literacy Competency Standards for Nursing created by the Health Sciences Interest Group taskforce of the Association of College and Research Libraries (ACRL) by grade-levels. Results found distinguishing experts within a library supports the customization of scaffolded instruction. Additionally, using expert teams in academic libraries supports the larger mission of universities to integrate libraries into teaching and research. 相似文献
14.
《Research Strategies》2001,18(4):253-264
The rise of the librarian's role in teaching information literacy competencies and assessing student learning outcomes requires that instruction librarians be cognizant of and competent in a broad array of teaching and assessment skills. A review of the literature shows that, while instruction librarians are proactive in improving their level of expertise, they also express the need to have training and experience during their graduate programs. This article utilizes a case-study approach to propose a model of instruction librarian education. The authors, recent graduates from the University of Hawai'i Library and Information Science Program, analyze the effect of their experiences in a semester-long teaching practicum and a formal graduate level course in instructional methodology. It is proposed that future instruction librarians be provided opportunities for extended teaching practicums combined with coursework in instructional theory during their Library and Information Science program. 相似文献
15.
《The Journal of Academic Librarianship》2020,46(3):102136
As the programmatic instructional offerings of academic libraries expand and grow more complex, so too does the effort to effectively assess these programs. In particular, programs informed by the Framework for Information Literacy for Higher Education are placing librarians in a position to affect institutional outcomes, related to student learning and critical thinking, on a foundational level. In order to assess one particular scaffolded instructional program, the authors of this study collected a variety of data from instructional attendees over a period of four semesters. Through subsequent analysis, these data provided researchers with a means to explore multiple facets of the local instructional environment, including both direct and peripheral intervening factors associated with a program of ongoing support for the development of information literacy (IL) competencies among students enrolled in a first-year writing course. Importantly, this study's findings help to highlight the importance of course-integrated IL content via pre/post-IL session support provided by writing instructors, as well as instructional effectiveness on the part of librarian instructors. Together these facets of the learning environment promote positive affective outcomes for student learners in the context of their development of IL competencies. 相似文献
16.
Due to the time commitment on the part of the librarian to schedule, prepare, and execute effective research consultations, it is important to continue to evaluate how these consultations impact student learning. The purpose of this investigation was to assess graduate students' perceptions of their learning as a result of working individually with a librarian in a research consultation. A librarian and a member of the teaching faculty collaborated to embed required research consultations with the librarian in two graduate classes. Research journals and a focus group were used to assess the impact the consultations had on student learning. 相似文献
17.
Terri Pedersen Summey Cynthia Akers Kane 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):158-174
ABSTRACTThe concept of embedded librarians is a way for academic librarians to be intentionally and strategically inserted in the learning and teaching process through a variety of initiatives. In a mid-size university, in order to better address the research and curricular needs of students and faculty members, librarians became more intentional about embedding themselves in academic departments and online courses. To assess the impact upon student learning, the librarians are working on a pilot project utilizing a variety of methods. This article describes the first phase of this assessment project, a survey of faculty teaching course in which faculty were embedded. Finally, information on next steps to assess the embedded librarian program using student surveys, focus groups, and interviews is presented. 相似文献
18.
This paper describes a micro-level faculty–librarian collaboration implemented at the authors' state university to address students' information literacy deficiencies in a graduate-level history research methods course. The setting, implementation, and evolution of the partnership are described in detail to suggest a model for other instructors. Additionally, consideration is given to issues of working in an online course environment and the benefits of micro- versus macro-level librarian support. Consideration is given to future steps for strengthening the partnership and measuring its impact on student outcomes. 相似文献
19.
《Communication Teacher》2013,27(2):117-129
Assessment is an increasingly important part of communication pedagogy, not just for periodic accreditation reviews but for ongoing justifications for resources and course design. This project relates the story of how another college at our university prompted us to prove that our Science Writing and Presentation course really delivered what it was supposed to deliver. Our resulting assessment allowed us to maintain control over the course and how it would be measured, along with providing us with data we are leveraging to demonstrate student learning outcomes while maintaining and even extending the impact of our course and attracting increased instructional resources. 相似文献