PurposeThe purpose of this paper is to describe the process of developing an information literacy assessment project, and to discuss key findings from the project.Design/methodology/approachA variety of assessment tools were used to gather information about student learning and information literacy instruction: pre‐ and post‐surveys, student feedback surveys, faculty feedback to librarians, librarian self‐reflection, library worksheets, student research journals, and citation analysis of students' final research paper bibliographies.FindingsIt was found that the authors' initial suite of assessment tools did not provide the information wanted about students' research processes, so the authors' “assessment toolkit” was modified. It was found that more meaningful information could be gathered about students' research processes when the authors worked closely with faculty to embed information literacy assessments into course assignments. From the authors' analysis of student work, it was discovered that, for many students, library instruction was most valuable in helping them refine and explore research topics.Originality/valueThis paper will be useful to librarians and faculty seeking to implement an information literacy assessment project. The authors provide ideas for ways for faculty and librarians to collaborate on information literacy assessment, as well as on assignment and course design.
PurposeThe purpose of this paper is to discuss the results of a 2006 survey of UK Higher Education OPACs in order to provide a snapshot of cataloguing practices for e‐books.Design/methodology/approachThe OPACs of 30 UK HE libraries were examined in July/August 2006 to determine which e‐books were catalogued, and the level of cataloguing treatment e‐books received. Interviews were conducted by e‐mail with representatives of eight of these libraries.FindingsA total of 28 universities surveyed provided some OPAC records for e‐books; most of these were for subscription collections from suppliers such as ebrary and netLibrary. Five universities included records in their OPACs for individual e‐book titles from collections such as Eighteenth Century Collections Online (ECCO); four OPACs included records for free e‐books. There are wide variations between institutions in terms of which e‐books are selected for cataloguing.Research limitations/implicationsThe survey was undertaken at a particular point in time (summer 2006) and was not exhaustive of all UK HE OPACs.Practical implicationsThis research suggests that it should be made easier for users to search OPACs for e‐books, and that libraries should provide more information on their websites about which e‐books are catalogued.Originality/valueThis paper addresses a gap in the UK literature on cataloguing e‐books.
Rubric assessment of information literacy is an important tool for librarians seeking to show evidence of student learning. The authors, who collaborated on the Rubric Assessment of Informational Literacy Skills (RAILS) research project, draw from their shared experience to present practical recommendations for implementing rubric assessment in a variety of institutional contexts. These recommendations focus on four areas: (1) building successful collaborative relationships, (2) developing assignments, (3) creating and using rubrics, and (4) using assessment results to improve instruction and assessment practices. Recommendations are discussed in detail and include institutional examples of emerging practices that can be adapted for local use.
Purpose Discussion of a 2015-16 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success. Design/methodology/approachThe study employs design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience. FindingsTransfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university, and their need to balance academic, work, and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students. Research limitationsThis pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase. Originality/valueThis study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs.
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