Library instruction and information literacy, 2008

Johnson, Anna Marie; Sproles, Claudene; Reynolds, Latisha

doi:10.1108/00907320911007056

Cited by 5 publications

(1 citation statement)

References 15 publications

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“…Only one article fully details an academic library's subjective experience with adapting and implementing the activity at their institution, Southern University, Baton Rouge (Banks and Svencionyte 2008). Shortly after its development, Banks and Svencionyte's article was included in an extensive bibliography of resources pertaining to information literacy instruction (Johnson, Sproles, and Reynolds 2009).…”

Section: Background Of the Amazing Library Racementioning

confidence: 99%

Adapting the Amazing Library Race: Using problem-based learning in library orientations

Angell

Boss

2016

College & Undergraduate Libraries

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This paper describes a pilot adaptation of the Amazing Library Race (ALR), an academic library orientation designed to introduce new users to library resources and services. A total of 185 students in twelve classes participated in the pilot project, which the authors co-taught. Pedagogically, the ALR combines guided, problem-based learning concepts with key elements of gamification, including competition and reward motivation. It also addresses the learning outcomes of reducing library anxiety and providing general information about collections and services. A review of the literature used in the design of the race is included, as well as a description of the race development and the rubric-based assessment tool used to gauge its success. The pilot orientation presents a replicable model for institutions interested in creating similar library orientation sessions.

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Section: Background Of the Amazing Library Racementioning

confidence: 99%

Adapting the Amazing Library Race: Using problem-based learning in library orientations

Angell

Boss

2016

College & Undergraduate Libraries

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Assessing organically: turning an assignment into an assessment

Perruso

Kingsley‐Wilson

2010

Reference Services Review

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PurposeThis paper aims to report on how a close collaboration between librarian and instructor made it possible for an existing course assignment to organically evolve into an information literacy assessment, overcoming some of the impediments educators confront in assessing student learning. In addition, the paper seeks to discuss how assessment with realistic scenarios requiring actual research helped to highlight deficiencies in skills and critical thinking, a method known as “authentic assessment”. Results from a pilot and the formal assessment are included.Design/methodology/approachA six‐question pre‐ and post‐test “authentic assessment” was piloted with 60 students, then administered to 43 students. Other journalism instructors and librarians reviewed the questions for validity. A detailed scoring rubric was used, with the authors reviewing each other's work for reliability.FindingsOf students completing both tests, 80 percent showed an average improvement of 47 percent, and average scores increased on five of the six questions. The assessment tool, which addresses most learning outcomes for the course, appears to be a useful gauge of information literacy for journalism students.Research limitations/implicationsThe reliability of the instrument needs to be tested. Also, modifying questions between pre‐ and post‐test, to prevent copy‐and‐paste answers, requires care to assure similar levels of difficulty.Originality/valueWhile there are many case studies of collaboration in information‐literacy instruction and of assessment performed by librarians, there are few examples of assessments jointly developed by librarians and course faculty, and fewer still “authentic assessments” using measures requiring real‐world research because of the effort involved. Additionally, the paper finds no examples of what is described as “organic assessment”, wherein an existing course assignment, if developed to demonstrate student learning, was adapted to become an assessment tool.

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Active Learning in the Library Instruction Environment: An Exploratory Study

Ross¹,

Furno²

2011

pla

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This paper describes an exploratory study investigating the impact of problem-based learning and clicker technology as active learning strategies at the American University of Sharjah Library, United Arab Emirates (UAE). Studies compared traditional and active learning classes. The present article maps the successes and challenges of these unique classroom encounters, and through correlation of findings from a broader educational context, considers the impact of these teaching strategies on student performance in the library instruction environment. Results provide insight into the potential and implications of active learning strategies as a means of engaging students in the learning process and the inherent difficulties associated with measuring impact on student learning. Future studies should consider other variables affecting student learning including student motivation, engagement, and learning styles, and consider a range of alternate assessment models from the education field.

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Library instruction and information literacy, 2008

Cited by 5 publications

References 15 publications

Adapting the Amazing Library Race: Using problem-based learning in library orientations

Adapting the Amazing Library Race: Using problem-based learning in library orientations

Assessing organically: turning an assignment into an assessment

Active Learning in the Library Instruction Environment: An Exploratory Study

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