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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
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Regional accreditation organizations increasingly include student learning outcomes for information literacy in their standards and other documents, often emphasizing the importance of collaboration between librarians and faculty. Through content analysis of published articles and listserv postings, this study analyzes how librarians acknowledge such accreditation organizations in the context of information literacy. 相似文献
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《The Journal of Academic Librarianship》2020,46(4):102156
This scoping review highlights the characteristics, assessments and technologies used to describe, improve and promote one-to-one research consultations as a mode of research support and instruction in academic libraries. A search for relevant studies was conducted using LISTA, LISA, ERIC, Scopus and Web of Science, limiting to empirical evidence or studies outlining the use of technology within library practice, published from 2013 to current, in the English language. Supplemental search methods included a grey literature search, handsearching, and cited reference searching. From 2268 records, 43 studies were identified for inclusion. Of these, 17 studies described using consultations in the delivery of information literacy instruction, 33 evaluation studies reported on student, faculty, and librarian outcomes, and 15 articles discussed the use of technology. Users reported an overwhelming positive experience while mixed learning outcomes were seen in performance assessment studies. The assessment methods and uses of technology outlined in this review can be used by librarians to inform service delivery and provide evidence of the value and impact of research consultations on the academic mission of the library and its institution. 相似文献
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《The Journal of Academic Librarianship》2019,45(5):102042
Librarians often use assessment methodologies to evaluate the efficacy and impact of their information literacy instruction sessions and programs. In this article, researchers use an action research methodology to explore the effect of information literacy instruction on first-year honors student assignments. The researchers explain how they implemented multiple cycles of planning, acting, observing, and reflecting in order to better understand student needs, increase the impact of library instruction, and communicate that impact to library and external stakeholders. Robust and cyclical assessment gave librarians and their strategic partners the opportunity to make iterative improvements to instruction, address issues of overconfidence in students, and make the case for additional information literacy instructional opportunities for honors students. 相似文献
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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
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《The Reference Librarian》2013,54(38):69-87
Federal Regulations published in 1988 require colleges to demonstrate the difference they have made to students. The accrediting agencies such as the Middle States Association have combined frameworks for outcomes assessment with the long established requirement that college students demonstrate the ability to retrieve and use information. Hudson Valley Community College librarians work with the faculty in a liaison program to shape the collections, library use and student success. As faculty the librarians serve on college committees; at the state level the library subscribes to the SUNYLA student library competencies statement. All this is drawn on as librarians collaborate with faculty on college and departmental accreditation self study and visits. As the focus shifts from accreditation to assessment, librarians undertaking self-study must decide who will use the information and what library roles must be justified, Illustrations include an accreditation visit checklist, the Curriculum Committee LRC fact sheet and the SUNYLA Recommended Library Skills and Competencies for Graduates of Community Colleges. 相似文献
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Amy Gustavson 《Public Services Quarterly》2013,9(2):97-113
In order to prepare for the 2013 SACS reaffirmation, the Joyner Library instruction librarians developed a systematic assessment program using Oakleaf's Information Literacy Instruction Assessment Cycle (ILIAC) to plan for instruction, assess student learning and improve future student learning by reviewing data and enacting changes. The paper outlines the systematic development, implementation, assessment, and improvement of an information literacy instruction assessment program for freshman classes over a three-year period from 2008 to 2011. It also analyzes student learning outcomes assessment data from 1,956 freshman students using quizzes and formative assessment during the 2010–11 school year. 相似文献
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《The Journal of Academic Librarianship》2020,46(2):102040
The arrival of the ACRL Framework and the removal of the ACRL Standards posed a new challenge to the user education coordinators at William Paterson University: how can the ACRL Framework be implemented and buy-in acquired from other library faculty? Not all librarians who teach are information literacy librarians; many never fully interacted with the Framework or knew about threshold concepts. Simply informing the other library faculty about the ACRL Framework was ineffective. They were not using it and still were unfamiliar with it months after incorporation by the ACRL Board. A strategy was devised to solve this problem by engaging the library faculty with the Framework while revising the preexisting general learning outcomes for information literacy instruction. Incorporating principles of reflective practices and the Scholarship of Teaching and Learning (SoTL), user education librarians hosted a teaching circle designed to get librarians reading, talking, and discussing the ACRL Framework. With faculty feedback in hand, the existing outcomes were then revised and updated to include elements of all six frames. 相似文献
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Academic libraries provide value to their institutions on many levels, one of which is information literacy (IL) instruction. Librarians have the opportunity to guide students through the research process, teach students how to think critically, evaluate resources, and use resources ethically. It is beneficial for librarians to assess student learning after these sessions to demonstrate how libraries support the academic mission of their institutions. This article will address ways to assess the effectiveness of integrating information literacy into college courses by taking a close look at a partnership developed between a professor and two librarians at a small, private four-year institution. 相似文献
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This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses. 相似文献
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《Public Services Quarterly》2013,9(1-2):57-82
SUMMARY 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 information 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 learning in the context of current assessment practices in academic libraries and higher education. 相似文献
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This case study explored the perceptions of academic stakeholders about the development and delivery of information literacy (IL) programs in four universities, and identified elements necessary to establishing IL credit courses in Vietnamese higher education. The following research questions framed this study: 1) How do library administrators, instruction librarians, and faculty perceive the current implementation of information literacy instruction (ILI) programs for undergraduates studies in universities libraries in Vietnam? 2) What are the challenges to including IL as a credit course in the curriculum as perceived by library administrators, instruction librarians, and faculty? Respondents were purposefully recruited from four universities, including library administrators, instruction librarians, and faculty. Three online surveys were distributed to 537 individuals through Survey Monkey with 149 replies and a final receipt of 133 completed surveys. Interview and focus group data collection included 23 face-to-face interviews and nine focus groups. Findings showed IL is considered the domain of librarians and has not influenced Vietnamese campus culture. IL activities at four university libraries take the form of lectures, workshops, and basic IL skills modules. Few ILI activities are subject discipline-related. Respondents reported challenges to an ILI credit course revolve around the lasting impact of teacher-centered instruction and rote learning, misperceptions about the effect of IL on student learning outcomes, degree of support of IL by academic stakeholders, degree of faculty–librarian collaboration, and scarcity of resources. Recommendations are given for academic librarians in Vietnam implementing ILI programs and considering developing IL credit courses. 相似文献
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Cristy Moran 《The Reference Librarian》2019,60(3):149-168
Broward College, an early adopter of Guided Pathways, has made efforts to incorporate information literacy throughout the curriculum by embedding librarians in pathways and through General Education learning outcomes. However, although college administrators and faculty acknowledge that the integration of information literacy instruction throughout the curriculum is crucial to student success, librarians have struggled to become true teaching partners. A survey was administered to discipline faculty to determine attitudes, perceptions, and a self-assessment of information literacy. This study includes a nuanced analysis of discipline faculty responses and reveals conflicting attitudes and behaviors related to information literacy instruction. 相似文献
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Curriculum mapping is a procedure for documenting and visualizing student learning at the programmatic level. The process allows libraries the opportunity to record where information literacy skills are taught across the curriculum in order to locate gaps and redundancies within a library instruction program. It also allows for alignment of the library's learning outcomes with the learning outcomes important to the institution. This paper presents a review of the history of curriculum mapping, followed by a case study of how Loyola Marymount University (LMU) used the process to support information literacy in a new core curriculum. 相似文献
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How Cyclical Assessment Can Guide Information Literacy Instruction to Best Serve First-year Students
《The Journal of Academic Librarianship》2019,45(3):315-317
There are opportunities and challenges when working with multiple stakeholders, as well as challenges and barriers to first-year student information literacy learning. This article discusses the ways in which one regional university employed cyclical assessment to focus information literacy learning objectives, improve instruction methods, and advance methods of assessment across a four-year time span. 相似文献
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《The Journal of Academic Librarianship》2014,40(3-4):281-290
As technology has increased students' access to both high and low quality information, the need for effective information literacy instruction has become more apparent. However, many librarians still struggle to solidify their place, and their value, in the instructional landscape of their parent institution. This struggle persists while library instruction for students remains limited to one 50–75 min session (one-shot instruction). Indeed, the notion that information literacy can be taught in one session is preposterous for most librarians. Nevertheless, as this constraint persists, librarians must work to improve the results students achieve within the one-shot model. This research explores ways in which one-shot library instruction might be bolstered through the promotion of higher levels of student engagement. This research utilizes a pre and post-test analytical model to compare an experimental, learner-centered approach to library instruction, supplemented with clickers, to a more traditional pedagogical approach. Statistical analyses show that while both the experimental and control groups witnessed significant improvement from pre to post-test, there was no statistically significant difference between these two approaches. These findings elicit further, perhaps more troubling, questions regarding the level of engagement possible in one-shot library instruction. 相似文献
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《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
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《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