Evaluating Library-Use Instruction

Abstract

Although library-use instruction programs have become popular during the 1970s, they are often not given the same type of support by library and college or university administrators as the more traditional library services. The paper contends that appropriate evaluation is an important element in gaining this support and describes the development and results of a systematic assessment of library-use instruction at DePauw University. All social institutions or subsystems, whether medical, educational, religious, economic, or political, are required to provide "proof' of their legitimacy and effectiveness in order to justify society's continued support. 1

Library-Use Instruction: Assessment of the Long-Term Effects

“…In their previous article on the DePauw University library instruction program, the authors reported use of the results of their evaluation to successfully gain administrative support for a grant proposal to continue the libraryuse instruction program. 20 Such use of evalu- ation in decision making is neither automatic nor common.…”

“…In comparisons contrasting instructed freshmen with both senior students of the 1977 class and noninstructed freshmen (as a control group), those students who were exposed to library-use instruction showed evidence of the positive effects of that instruction. 15 Although these results were important to note and document, they represent only the first step in understanding the possible effects of library-use instruction. More important than the question of short-term gain in skills, of course, is the question of the lasting effects of instruction.…”

“…2 He did note, however, a growing number of articles pertaining to the evaluation of library-use instruction programs and techniques, including a previous article by the authors. 3 These articles play an important role in demonstrating to academic li- …”

Applying Systems Design and Item Response Theory to the Problem of Measuring Information Literacy Skills

“…This research project, which was later replicated by the same authors, achieved its stated purpose of providing "a model of evaluation and its application, which may be of use to others interested in systematic assessment of instructional programs." 10 The body of literature on library instruction assessment reveals weaknesses that the authors of this article were determined to avoid. It also affirmed the importance of many of their original project goals.…”

“…6 Eight articles reported creating a "paper-and-pencil" test to assess information literacy skills. 7 With the exception of Lilith R. Kunkel, Susan M. Weaver, and Kim N. Cook, studies included all or parts of their instruments. All the tests included questions on basic library skills, such as OPAC usage, call number comprehension, basic search construction, Boolean operators, citation interpretation, and locations of various services or resources within the The authors of this article believe that in order to measure information literacy as a campuswide learning outcome, a more rigorous process must be demonstrated than currently exists.…”