Nancy Wootton Colborn and Rosanne M. Cordell
Assessment of academic programs has become a focus and a priority for many campuses, but assessment of library instruction programs provides unique challenges. Without required…
Abstract
Assessment of academic programs has become a focus and a priority for many campuses, but assessment of library instruction programs provides unique challenges. Without required courses, major standardized tests, or clear objectives, how does an academic library move from student and faculty feedback forms to broader assessments of the instruction program? The Schurz Library has moved from simple subjective feedback forms for students and faculty, to more indepth questionnaires, to development of a list of library research competencies for students, to the development of an objective test of library research competencies for targeted student groups. In this article, Colborn and Cordell discuss the distinction between student evaluation and program assessment; the development of assessment methods for library instruction; and the various steps taken in the writing, testing, revising, and use of an assessment instrument for the Schurz Library instruction program.
Details
Keywords
Carolyn Caffrey, Katie Perry, Tessa Withorn, Hannah Lee, Thomas Philo, Maggie Clarke, Jillian Eslami, Elizabeth Galoozis, Katie Paris Kohn, Dana Ospina, Kimberly Chesebro, Hallie Clawson and Laura Dowell
This paper aims to present recently published resources on library instruction and information literacy (IL). It provides an introductory overview and a selected annotated…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy (IL). It provides an introductory overview and a selected annotated bibliography of publications organized thematically and detailing study populations, results and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for academic library practitioners, library science students and researchers wishing to learn about IL in other contexts.
Design/methodology/approach
This paper annotates 374 English-language periodical articles, dissertations, theses and reports on library instruction and IL published in 2023. The sources were selected from the EBSCO platform for Library, Information Science and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Elsevier SCOPUS and ProQuest Dissertations and Theses. Sources selected were published in 2023 and included the terms “information literacy,” “library instruction” or “information fluency” in the title, subject terms or author-supplied keywords. The sources were organized in Zotero. Annotations were made summarizing the source, focusing on the findings or implications. Each source was then thematically categorized and organized for academic librarians to be able to skim and use the annotated bibliography adeptly.
Findings
The paper provides a brief description of 374 sources from 159 unique publications and highlights publications that contain unique or significant scholarly contributions. Further analysis of the sources and authorship are provided such as country affiliation and institutional Carnegie classification.
Originality/value
The information is primarily of use to academic librarians, researchers and anyone interested as a convenient and comprehensive reference to literature on library instruction and IL published within 2023.