Rosanne M. Cordell and Nancy A. Wootton
Libraries of all types are in the midst of attempting to acquire the equipment and connections necessary to provide patron access to the Internet. The 1994 survey of public…
Abstract
Libraries of all types are in the midst of attempting to acquire the equipment and connections necessary to provide patron access to the Internet. The 1994 survey of public libraries by the National Commission on Libraries and Information Science indicates that 87.3 percent of all public libraries surveyed do not currently provide public access terminals; yet, informal surveys of library and information science literature, popular literature, and attendance at conferences and workshops indicate there is considerable interest in acquiring connections to the Internet, and many libraries are making concrete plans to do so. Still, libraries involved in the acquisition stage of Internet connectivity may have temporarily set aside consideration of policy issues relating to that access. However, the Internet is far more than merely another format, such as libraries dealt with when deciding to collect videos or CDs; the Internet is a new publishing format, communication tool, repository of information, and art form. It challenges our assumptions and policies regarding censorship, confidentiality, intellectual property, the reliability, stability, and verifiability of information—even our view of (virtual) reality! Providing public access to the Internet can affect every aspect of library policy making and demand new definitions and decisions.
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.
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Rosanne M. Cordell and Linda F. Fisher
The purpose of this paper is to present a study which was designed to use questions asked at an Information Commons Desk as an authentic assessment to determine if an information…
Abstract
Purpose
The purpose of this paper is to present a study which was designed to use questions asked at an Information Commons Desk as an authentic assessment to determine if an information literacy course actually changes research behavior outside of information literacy course assignments.
Design/methodology/approach
For four years, the initial reference question asked at the Information Commons Desk was recorded, along with demographic information and whether the user had taken the required introduction to information literacy course. A taxonomy of research questions was developed, based on Bloom's Taxonomy of Educational Objectives Handbook I: Cognitive Domain, and each question was assigned a sophistication level, according to the authors' taxonomy.
Findings
Over a four‐year period, means of the taxonomy levels of questions showed a clear trend upward each spring semester over the previous spring semester.
Research limitations/implications
Statistically significant differences were not found in the data comparing categories of students. The nature of the study left it open to influence by such unexpected factors as a sharp rise in enrollment and transfers to campus, possibly diluting the overall effect of the course on the student population.
Practical implications
The information literacy course has undergone regular pre‐ and post‐test assessments, which show a highly significant difference between the scores. Feedback from campus faculty indicates greater satisfaction in the research abilities of undergraduate students who have taken this course. This study further supports the value of a required information literacy course as part of the general education program for all undergraduate students.
Originality/value
The taxonomy of research questions used in this study was designed by the authors and is unique in the depth in which it differentiates levels of research knowledge. Other researchers are encouraged to modify, expand, or use this taxonomy in their own research to further the profession's understanding of the cognitive levels of research behaviors.
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The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related…
Abstract
The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twenty‐second to be published in Reference Services Review, includes items in English published in 1995. After 21 years, the title of this review of the literature has been changed from “Library Orientation and Instruction” to “Library Instruction and Information Literacy,” to indicate the growing trend of moving to information skills instruction.