Information Literacy and Retention: A Case Study of the Value of the Library

Catalano, Amy J.; Phillips, Sharon

doi:10.18438/b82k7w

Cited by 24 publications

(14 citation statements)

References 18 publications

(26 reference statements)

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“…The Association of College and Research Libraries' Assessment in Action: Academic Libraries and Student Success (AiA) programme (2016) is collecting evidence from individual institutions on various areas of impact, with several institutions investigating information literacy activities and correlating them with student achievement, finding positive effects on both information literacy skills and general education outcomes (e.g. Catalano & Phillips, 2016).…”

Section: Learning and Data Analyticsmentioning

confidence: 99%

Assessing ‘Goodness’: A Review of Quality Frameworks for Australian Academic Libraries

Sputore

Fitzgibbons

2017

Journal of the Australian Library and Information Association

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Quality assessment can help a library link its services and performance to strategic university goals and priorities. A vast body of professional literature describes quality and assessment theory and practice in libraries, including comprehensive International Standards. However there is no single measure of 'goodness' for libraries, and choices must be made to ensure assessment activities are effective and sustainable. Libraries seeking to strategically demonstrate their value and proactively respond to emerging priorities have much to gain from an understanding of this field. This review article aims to highlight the features, advantages and outcomes associated with contemporary approaches to quality management and assessment, and offer sources for further exploration. International Standards are discussed, as well as specific methodologies and approaches. This review is placed in the context of current issues and opportunities for Australian academic libraries. IMPLICATIONS FOR PRACTICE • A complex range of drivers in the international higher education sector are compelling academic libraries to demonstrate their quality, value and impact. • Qualitative and quantitative assessment methods can be used to effectively collect evidence of the quality, value and impact of the library. • A range of internationally recognised frameworks can help libraries to take a holistic approach to quality assessment. • At a more targeted level, there are a wide range of relevant approaches to assessment that have been successfully used by libraries, and libraries must be strategic in their selection of methods in order to achieve the desired outcomes. • An essential outcome from assessing quality must be communicating quality to clients and stakeholders, ideally in the context of broader and strategic institutional goals.

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Section: Learning and Data Analyticsmentioning

confidence: 99%

Assessing ‘Goodness’: A Review of Quality Frameworks for Australian Academic Libraries

Sputore

Fitzgibbons

2017

Journal of the Australian Library and Information Association

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“…Murray (2015), Catalano (2016), andHaddow (2012) have shown that having a librarian work with students increases retention and increases the information literacy benchmark for the University. When moving curriculum to an online platform regardless of the learning management system (LMS), the ability to integrate a librarian in the classroom experience can become almost impossible.…”

Section: Literature Reviewmentioning

confidence: 99%

Improving Digital Library Experiences and Support with Online Research Guides

Brewer¹,

Rick²,

Grondin³

2017

OLJ

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With a goal of improving the development and delivery of effective online information literacy resources, the purpose of this study was to look at how program level and the timing of the introduction of a Literature Review library guide within the program influenced online business student perceived value of the resource. A population of undergraduate business students (N=355) and online MBA students (N=319) were introduced to a Literature Review library guide during specific points in their programs. Students were asked to complete an online survey that included 17 closed-ended items designed to measure perceived usefulness, satisfaction and likeliness to use the guide again. The survey also included two open-ended questions asking students to discuss those elements of the guide they found most valuable and whether they wanted any additional features included in the guide. The data collection strategy required faculty post information about the Literature Review library guide and the survey in their courses at two specified times in the course. A low response rate (3.5%) may have resulted from inconsistencies in how faculty shared information about the guide and the study in their courses. Although the small sample size (n=24) limited the planned analysis, and results indicated no statistical significance between groups, descriptive findings were reported, and trends were used to revise the resource and inform future development of library research guides. Overall, students reported being satisfied with the resource and found it usable. Graduate students were more likely to report elements of the guide that supported effective search and evaluation strategies were valuable; whereas, undergraduate students tended to value the links to writing resources. Student feedback also suggested that the earlier the guide was introduced in the program, the more likely students would use the resource. Adopting a model that embeds resource guides early in academic programs and aligns guide content with the curriculum should lead to increased use of the resource.

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“…Undergraduate student success is positively associated with library use and the development of IL skills (Catalano & Phillips, 2016;Soria, Fransen, & Nackerud, 2014, 2017. This project sought to determine to what extent students would engage with IL content from a library Facebook page.…”

Section: Introductionmentioning

confidence: 99%

Delivering Information Literacy via Facebook: Here Comes the Spinach!

Tyson

Angelo

McElwaine

et al. 2019

EBLIP

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Abstract Objective – Information literacy (IL) skills are critical to undergraduate student success and yet not all students receive equal amounts of curriculum-integrated IL instruction. This study investigated whether Facebook could be employed by libraries as an additional method of delivering IL content to students. To test whether students would engage with IL content provided via a library Facebook page, this study compared the engagement (measured by Facebook’s reach and engagement metrics) with IL content to the library’s normal marketing content. Methods – We ran a two-part intervention using the University of Canterbury Library’s Facebook page. We created content to help students find, interpret, and reference resources, and measured their reception using Facebook’s metrics. Our first intervention focused on specific courses and mentioned courses by name through hashtagging, while our second intervention targeted peak assessment times during the semester. Statistics on each post’s reach and engagement were collected from Facebook’s analytics. Results – Students chose to engage with posts on the library Facebook page that contain IL content more than the normal library marketing-related content. Including course-specific identifiers (hashtags) and tagging student clubs and societies in the post further increased engagement. Reach was increased when student clubs and societies shared our content with their followers. Conclusion – This intervention found that students engaged more with IL content than with general library posts on Facebook. Course-targeted interventions were more successful in engaging students than generic IL content, with timeliness, specificity, and community being important factors in building student engagement. This demonstrates that academic libraries can use Facebook for more than just promotional purposes and offers a potential new channel for delivering IL content.

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Information Literacy and Retention: A Case Study of the Value of the Library

Cited by 24 publications

References 18 publications

Assessing ‘Goodness’: A Review of Quality Frameworks for Australian Academic Libraries

Assessing ‘Goodness’: A Review of Quality Frameworks for Australian Academic Libraries

Improving Digital Library Experiences and Support with Online Research Guides

Delivering Information Literacy via Facebook: Here Comes the Spinach!

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