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Publication date: 10 November 2014

Sara Sharun, Michelle Edwards Thomson, Nancy Goebel and Jessica Knoch

The purpose of this paper is to create an information literacy (IL) instruction assessment tool that responds to the unique needs of individual institutions and provides a…

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Abstract

Purpose

The purpose of this paper is to create an information literacy (IL) instruction assessment tool that responds to the unique needs of individual institutions and provides a strategic and relevant model for assessing IL skills among undergraduate students.

Design/methodology/approach

The research team designed a post-test questionnaire comprised of two demographic questions, two open-ended questions and a pool of skill-based multiple-choice questions mapped to Association of College and Research Libraries Information Literacy (ACRL IL) Competency Standards for Higher Education. Participating librarians used a customized questionnaire to assess student learning at the end of their one-shot instruction sessions.

Findings

In their responses to the multiple-choice questions, students demonstrated a clear understanding of ethical use of information and a strong ability to select appropriate tools for accessing information sources. Student responses to the open-ended questions revealed a wide range of confidence and ability levels, and provided insight into the frequency, depth and breadth with which various ACRL Standards are being addressed in library sessions.

Research limitations/implications

This paper reports on student responses to questions that have subsequently been identified as problematic; therefore, strong inferences cannot be made about student learning from these responses. Questions have since been improved with further revision. In addition, the sample sizes for individual questions were too small to be generalizable.

Practical implications

The intentional and strategic approach to the development of the assessment tool and its implementation is that it be practical and easy to implement for partner libraries. It is intended to make assessment of IL in the undergraduate context be assessable to all academic librarians who desire to participate.

Originality/value

This paper describes a unique assessment tool that is designed to be responsive to local needs and provide a cost-free assessment option for academic libraries.

Details

Library Management, vol. 35 no. 8/9
Type: Research Article
ISSN: 0143-5124

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Article
Publication date: 9 February 2015

Jody Nelson, Joan Morrison and Lindsey Whitson

This paper aims to describe the MacEwan University Library’s successful pilot of a fully blended information literacy (IL) instruction program for first-year English courses…

834

Abstract

Purpose

This paper aims to describe the MacEwan University Library’s successful pilot of a fully blended information literacy (IL) instruction program for first-year English courses. Development, implementation and assessment of the pilot prior to full implementation are discussed.

Design/methodology/approach

The new sustainable blended model for the English Library Instruction Program reduced duplication of content and effort, incorporated online and in-person instruction and promoted self-directed learning opportunities through a new Learning Commons. This model places essential instruction online while maintaining personal relationships for students with the English Librarian and the Library through multiple points of interaction. Face-to-face instruction efforts were concentrated on developing critical thinking skills through a hands-on source evaluation activity and on providing point-of-need support. Librarians worked closely with English faculty to encourage early voluntary adoption of the new model for the Fall 2013 pilot.

Findings

The voluntary early-adopter model worked well for garnering and maintaining support from the English department: the authors had 42 per cent of English sessions piloting the new model for Fall 2013, surpassing the initial target of 25 per cent. Students scored well on an assessment of their ability to identify scholarly sources. Librarian preparation time has been greatly reduced.

Originality/value

Many academic libraries are looking to asynchronous online tutorials as a more sustainable model for delivering IL instruction. This case study demonstrates that it is possible to move some instruction online while maintaining the personal relationships librarians have forged with students and faculty.

Details

Reference Services Review, vol. 43 no. 1
Type: Research Article
ISSN: 0090-7324

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