Embracing the Spiral: An Action Research Assessment of a Library-Honors First Year Collaboration |
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| Institution: | 1. Texas A&M University Libraries, 5000 TAMU, College Station, TX 77843, USA;2. Business Library & Collaboration Commons, 5001 TAMU, College Station, TX 77843-5001, USA;3. Texas A&M University, 4233 TAMU, College Station, TX 77843-4233, USA;1. Department of Ophthalmology, University of Jordan Hospital, The University of Jordan, 11942 Amman, Jordan;2. Department of Internal Medicine, School of Medicine, The University of Jordan, Amman, Jordan;3. School of Medicine, University of Jordan Hospital, The University of Jordan, 11942 Amman, Jordan;1. University of Minnesota, United States of America;2. University of Kansas, United States of America;3. University of Virginia, United States of America;1. Institute of Higher Education, Tongji University, Shanghai 200092, China;2. School of History and Archives, Yunnan University, Kunming 650091, China;3. Nanjing Agricultural University Library, Nanjing 210095, China;1. University of Toronto Mississauga Library, 3359 Mississauga Road, Mississauga, ON L5L 1C6, Canada;2. Engineering & Computer Science Library, University of Toronto, 10 King''s College Road, Sandford Fleming Building Room 2402, Toronto, ON M5S 1A5, Canada |
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| Abstract: | 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. |
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