Assessment Plan: In-class Library Instruction Sessions

Assessment Plan: In-class Library Instruction Sessions
Plan to assess one-time, in-class, library instruction sessions (LI’s), which are taught by librarians and intended to give an overview of conducting research and library resources.
What
  • Assess the overall structure and effectiveness of LI’s
    • Assess the learning outcomes of first year undergraduates attending LI’s
    • Assess the ROI of librarian’s time spent preparing & teaching LI’s
Who
  • Participants being studied:
    • First-year undergraduates attending LI’s
    • Librarians teaching LI’s (the time spent preparing & delivering LI’s)
  • Personnel:
    • Librarians teaching LI’s
  • Collaborators:
    • Professors of first year courses that include LI’s in the curriculum
Where
  • During a regularly scheduled class period , a one-time LI session will be delivered by a librarian
  • Research assignment completed by students outside of class (assigned by professor)
  • In-class survey following the research assignment 
  • Comparison of survey results to grades, and critical evaluation of content, methods, etc. observed in the student’s research assignments to be performed by librarian outside of class
When
  • Over the course of one semester
    • LI delivered within first 3-4 weeks of the semester
    • Professor assigns students a research assignment the week following LI
      • Assignment is due 2-3 weeks after being assigned
    • Survey given week following submission of assignment
      • survey results compiled and assessed by the end of the semester
How
  • In-class, one-time instruction  sessions will be delivered by a librarian to students taking a first-year, credit-based course, intended to give an overview of conducting research and library resources.
  • Research assignment, assigned by the Professor (designed in conjunction with librarian) to be completed by students outside of class following LI
  • In-class survey following the submission of the research assignment, to assess what skills were retained and utilized from the LI, and employed during the research process;
    • Survey would be optional, students would opt-in to research study after being provided information on what data would be collected and how it would be used, assessed, and reported on.
    • sample questions asking students how much they agree with statements might include:
      • I used the library website to begin research for my topic
      • I began my research with Google
      • I was able to locate peer-reviewed sources using the library website
      • I utilized specific databases for my subject area
      • I know who my subject librarian is
      • I know how to set up an appointment with my subject librarian
      • etc.
  • Comparison of survey results to grades, and critical evaluation of content, methods, etc. observed in the student’s research assignments
    • Would require student consent
    • This would require a higher level of IRB approval, and therefore might be too ambitious for the first round of assessment, and could be included as an additional step when completing future assessment projects
  • Equipment needed:
    • Computer and projector in classroom to deliver LI
    • Online survey tool to capture student responses
Why
  • Librarians spend a lot of time and effort delivering LI’s
  • Practices should be continually assessed for efficiency and effectiveness
  • Determine if/how the format/timing of LI’s impacts their effectiveness
  • Case study:
    • Pan, Ferrer-Vinent, & Bruehl. (2014). Library Value in the Classroom: Assessing Student Learning Outcomes from Instruction and Collections. The Journal of Academic Librarianship, 40(3-4), 332-338.
      • “The authors exposed first-year students to scientific literature and assigned information literacy activities that help build problem-solving and critical thinking skills to engage and promote student success. Moreover, they developed and implemented a research protocol that enabled them to gather and analyze data on student learning outcomes over time” (p. 332)
      • Utilized a survey following the completion of coursework to determine information literacy skills used by students to complete their assignments
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