Evaluation of a Self-Paced Bibliographic Instruction Course

Abstract

Procedures used to evaluate the instructional effectiveness of the materials and methods implemented in a selfrogram evaluation is a key component of instructional design. Formative evaluation is the process of collecting and using data that will enable managers to make decisions for improvement of an educational program. 1 Evaluation is often the most neglected aspect of an instructional design because extensive planning is required and because evaluation techniques are perceived as complex, time-consuming, and generally difficult to implement. Sometimes evaluation is seen as a cumbersome exercise that culminates not in useful data but in voluminous reports few have time to read. There is also an inherent risk in evaluation since the results obtained may fail to prove conclusively the effectiveness of a program or study.At the University Library, California State University, Long Beach, we were presented with the opportunity of designing a new library instruction course. At an early stage in program development, it was decided to include evaluation as a major component of the instructional plan. Our objectives were to continuously evaluate the instructional materials used, to assess patterns of students' library skills growth, and to quantify student attitudes about the library and the course. The ultimate aim of the process was to revise and update our materials, methods, and resources in order to promote program effectiveness. The following are the results of a study reviewing our first-year efforts in implementing this new course. DESCRIPTION OF COURSEIn the fall semester of 1981, the University Library began implementing the library skills component of University 100, a one unit course, entitled "The University in Your Future." University 100 was designed as a graduation requirement for all freshmen and transfer sophomore students entering the university in the fall of 1981 and in subsequent semesters. The course consists of three components: history and mission of the university, career planning, and library skills. The library component is designed as a self-paced course; the other components follow the traditional classroom lecture methodolMaria R. Sugraiies is assistant librarian and James A. Neal is user seroices manager, both of California State University-Long Beach. 444

Developing Research Skills for Civil Engineers: A Library Contribution

“…As time available for contact with students is limited, most teaching is done via a self-paced workbook adapted to the subject area of particular student groups. Introductory programmes have been reported by Ware (1983), and Sugranes and Neal (1983) Higher Education Research and Development, Vol 9, No 2,1990 153…”

Evaluating the effectiveness of bibliographic instruction

“…The study concluded that success was dependent on the support of the librarians during the performance of the assignments (Sugranes and Neal, 1983).…”

“…An evaluative study of the 'University 100' instruction programme, conducted at the University of California in 1981, assessed the effectiveness of a system of independent study that included a self-guided tour and performance of tasks of location of bibliographic items in the course of the building of a search strategy. The study concluded that success was dependent on the support of the librarians during the performance of the assignments (Sugranes and Neal, 1983).…”

A Workbook Approach to Teaching Library Skills in a Technical College Setting

“…A self-paced, self-instructional workbook is one way to teach library skills to large numbers of students using minimal staff and time. Research has shown that a workbook can be an effective method of teaching basic library skills to college and university students in a variety of settings (Phipps and Dickstein, 1979;Sugranes and Neal, 1983;Wood, 1984;Ware and Morganti, 1986;Edwards, 1991).…”