Assessment of Learning Outcomes: A Measure of Progress in Library Literacy

Does the medium matter?: A comparison of a Web-based tutorial with face-to-face library instruction on education students' self-efficacy levels and learning outcomes

“…An instructional assessment study of graduating seniors from various departments undertaken by the University of California -Berkeley revealed those surveyed held a higher opinion of their library research skills than they were able to demonstrate by their test scores (Maughan, 2001). Greer, Weston, and Alm (1991) also reported that while self-assessed library skills were markedly higher for seniors than for freshmen, there was no dramatic trend of increased proficiency from freshmen to seniors in scores on a measure of library skills.…”

“…However, only a limited number of studies have examined students' psychosocial perceptions of their library skills, or explored the relationship between the affective domain and cognitive gains after exposure to library instruction (Greer,Weston, & Alm, 1991;Maughan, 2001;Nahl-Jakobovits & Jakobovits, 1993;Ren, 2000). Further, none of these studies extended to comparisons between different learning environments, or compared face-to-face with Web-based delivery of instruction.…”

“…Thus, this investigation is informed by the studies of Ren (2000), Fox andWeston (1993), Maughan (2001), and Greer, Weston, and Alm (1991), who comprise the bulk of research comparing library skills self-efficacy and learning outcomes. Wen-Hua Ren (2000) examined information searching self-efficacy as it related to electronic library databases by surveying 85 students prior to and after participation in a face-to-face library instruction session.…”

Assessing Information Literacy among Undergraduates: A Discussion of the Literature and the University of California-Berkeley Assessment Experience

“…Librarians, they said, were faced with the difficult task of designing a survey instrument that would measure student competencies objectively. 25 Jill Coupe, too, commented on the lack of a good survey of library skills and suggested that this may well be the reason why librarians have done so little in the way of measuring users' basic library skills. 26 In developing a survey questionnaire to measure the information literacy levels of graduating UC-Berkeley seniors, the library's user research coordinator relied heavily on the assessment work of Jill Coupe at Johns Hopkins University, which she reported on in her article, "Under graduate Library Skills: Two Surveys at Johns Hopkins University," and on the Wisconsin Association of Academic Librar ians' Education and Library Use Committee's Test of Minimum Library Use Skills, developed nearly a decade earlier.…”

Effects of Library Instruction on University Students’ Satisfaction with the Library: A Longitudinal Study

“…However, only seven per cent of UNC students believed that bib liographic instruction was the primary influence in their development of library skills. 20 At the University of Idaho, research ers found that library instruction can in crease student knowledge as well as con fidence level, regardless of teaching method or student personality type. 21 Connie J. Ury and Terry L. King supple mented objective questionnaire data with data from focus groups that discovered significant agreement between student and faculty perceptions of library instruc tion activities.…”