Evidence-based instruction:

Carbery, Alan; Leahy, Sean

doi:10.11645/9.1.1980

Cited by 20 publications

(15 citation statements)

References 24 publications

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“…21 Carbery and Leahy note that citation analysis can point out areas of instruction that require additional attention. 22 Library instruction alone, however, doesn't always improve the quality of a student's bibliography or promote the use of scholarly journals. 23 Evaluating resources, distinguishing scholarly from popular, is often difficult for students, even after instruction from the librarian.…”

Section: Literature Reviewmentioning

confidence: 99%

Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice

Alverson¹,

Schwartz²,

Shultz³

2019

C&RL

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Growth in online course delivery has created challenges and opportunities for academic librarians. Working with an online undergraduate course for adult students, three academic librarians revised their model for embedded practice, focusing on high touch and quality contact with the students. Using a citation analysis of final papers collected over several quarters, we compared sufficiency of sources, quality of sources, selection of sources, and diversity of perspectives in bibliographies created before and after our revised curriculum. Findings show that our added attention to this cohort resulted in improvements across all of these metrics.

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Section: Literature Reviewmentioning

confidence: 99%

Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice

Alverson¹,

Schwartz²,

Shultz³

2019

C&RL

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“…Student Learning-Final Papers While faculty observations provided a professional practitioner perspective on student learning and student reflections gave valuable insight into student thinking about the research process, papers provided direct evidence of what students were able to do (see figures [3][4][5][6]. In the area of source suitability, 45.0 percent of TRAIL students performed at the Advanced level, with another 27.5 percent performing at the Developing level.…”

Section: Assessing the Value Of Course-embedded Information Literacy 171mentioning

confidence: 99%

Assessing the Value of Course-Embedded Information Literacy on Student Learning and Achievement

Squibb¹,

Mikkelsen²

2016

CRL

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A team at the University of California, Merced, collaborated to evaluate the value of integrating information literacy into introductory composition courses through a curriculum developed by librarians and writing faculty. Using a mixed-methods approach, the team investigated the impact of the curriculum on students' learning and achievement at the end of their first semester of college. Students participating in the curriculum demonstrated greater gains than their peers in using suitable sources and presenting arguments and multiple viewpoints with evidence. This learning did not translate to higher student achievement as represented by course grades and grade point average. IntroductionAs educators and librarians at a research university, we are eager to contribute to student learning, especially to students' information literacy and critical-thinking skills. Often those contributions have been limited to one-shot instruction sessions introducing students to basic research skills and strategies. An exciting collaboration between University of California (UC), Merced, librarians and faculty from the Merritt Writing Program (MWP) focused on a course-embedded approach to information literacy in introductory composition curriculum. This project and curriculum, called TRAIL (Teaching Research and Information Literacy), 1 meant that writing faculty introduced students to content about the research process and information literacy via activities, readings, tutorials, and reflections before students had in-person instruction with a librarian. Five writing faculty members piloted the first sections of TRAIL in spring 2014, and librarians, with a desire to evaluate the effectiveness of this courseembedded model, applied for the Association of College & Research Libraries' (ACRL) Assessment in Action (AiA) program.2 Upon acceptance, they formed a campus AiA team to assess the impact of this course-integrated writing and research curriculum on student learning and achievement. Team members included the MWP co-director, an MWP faculty member, and the Director of Institutional Assessment. In addition, the campus's Principal Research Analyst from Institutional Research and Decision Support doi:10.5860/crl.77.2.164 Assessing the Value of Course-Embedded Information Literacy 165consulted with the team. The assessment project exhibited some of action research's key characteristics, including collaboration with others, systematic planning with ongoing reflection, a focus on producing change, and a flexible and adaptable practice. 3 Research QuestionsAs the team considered how it might design an assessment that could determine the impact of this course-integrated model of library instruction (TRAIL) on students' learning and achievement, team members articulated research questions. Did TRAIL students who participated in Writing 10 sections with curriculum crafted around integrating the research process with the writing process express the knowledge, skills, and attitudes representative of developing student researchers? Did they ...

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“…Kohn & Gordon and Ursin, Blakesley Lindsay & Johnson provide detailed literature reviews that describe the history of the citation analysis research strategy, both as a resource for collection development and for an assessment of information literacy instruction. 1 Exploring a sample of undergraduate citation analysis projects published within the past ten to fifteen years, shows that analysis commonly occurs either on the first year level with freshman seminar or English composition courses 2 or with a senior capstone or thesis. 3 Some variance in the level of students can be seen, such as in Rosenblatt's analysis of research from an upper divisional Sociology class, Knight-Davis and Sung's analysis of work from an undergraduate student writing portfolio, and Mill's evaluation of bibliographies from a variety of disciplines and divisions.…”

Section: Introductionmentioning

confidence: 99%

A Measure of Success? Utilizing Citation Analysis to Evaluate Consultation Strategies in Oral Communication Courses

Biddle

Montigaud-Green

2020

Virginia Libraries

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This study sought to use citation analysis to gauge the effectiveness of library instruction, in the form of research consultation, for 12 sections of a 100 level Oral Communication course at a small private liberal arts institution. Librarians analyzed the source bibliographies of informative and persuasive speeches in order to determine if students were able to apply strategies from their informative speech consultation to later assignments. This article outlines the strategy used to analyze student sources, issues encountered with citation analysis as a research strategy, and impacts of librarian consultation and faculty influence on the sources that students chose to cite in assignments.

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Evidence-based instruction:

Cited by 20 publications

References 24 publications

Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice

Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice

Assessing the Value of Course-Embedded Information Literacy on Student Learning and Achievement

A Measure of Success? Utilizing Citation Analysis to Evaluate Consultation Strategies in Oral Communication Courses

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