Academic libraries deliver library instruction, but how good are practitioners at measuring the effectiveness of their efforts? One medium-sized Canadian university library undertook a new approach to assessing its library instruction programme by collaborating with faculty members and engaging with their course content. Looking initially at recently-offered information literacy (IL) sessions, the study challenged commonly-held assumptions on the programme, and established a number of broad conclusions. All faculty members from two disciplines were invited to submit syllabi for courses taught in the past few years. In addition to those courses that regularly scheduled sessions in the library, the authors received course content from instructors that had not traditionally booked library instruction, providing a unique opportunity for analysis and to learn about research content in the course, requirements of independent use of the library, inclusion of standards on academic integrity, inclusion of a cumulative project, the presence of library instruction, critical thinking, library assignments, general reference to the library and its resources, and whether professors conduct library-type instruction. The findings point to a number of strengths and weaknesses of the library’s instruction programme for these departments, and challenged a number of assumptions. The absence of a library instruction session did not mean the absence of a research requirement or required library usage. The conclusions from the syllabi analysis suggest a need for diversification of services associated with library instruction and increased collaboration between librarians and faculty to support student learning and research. The impact of this study will be seen in both future library instruction programme evaluation and the strengthening of that programme. The results, with the potential to expand to other disciplines, will help inform the development of new methods of delivering library services that support faculty instruction patterns, consultative course planning and collaborative teaching. This project has presented new lines of inquiry for long-term IL programmes across undergraduate curricula within each discipline.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.