Start a New Fire: Measuring the Value of Academic Libraries in Undergraduate Learning

Menchaca, Frank

doi:10.1353/pla.2014.0020

Cited by 14 publications

(14 citation statements)

References 3 publications

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“…Whilst there are many ways of defining value, Oakleaf (2010) identifies the two main approaches as financial value and impact value. Menchaca (2014) argues that for measuring value in the academic library, impact is the more important measure as it relates to learning. As libraries engage with the online space and the embedding of seamless resources, they face new challenges as users may no longer identify that space with the library.…”

Section: Discussionmentioning

confidence: 99%

“…Gathering data, analyzing it, and presenting findings can demonstrate to academic faculty that collaborating with library staff is worthwhile and can contribute to student outcomes, thus creating library value (Oakleaf, 2010). As impact and value are so closely linked, this allows establishment of not only value for the Module but broader academic community library value (Bausman et al, 2014;Bonfield, 2014;Brown & Malenfant, 2012;Creaser & Spezi, 2012;Menchaca, 2014;Oakleaf, 2010;Pan et al, 2014;Tenopir, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Literature supports that a collaborative approach to the embedding of information literacy instruction in course curricula has positive outcomes for students Menchaca, 2014;Nelson, 2014;Pan, FerrerVinent, & Bruehl, 2014). A three-pronged collaboration model between an academic, a learning adviser, and an information literacy librarian has been suggested to overcome the often unrelated way that information literacy and academic skills have been presented in the past to university students (Einfalt & Turley, 2009, 2013Kokkinn & Mahar, 2011;Taib & Holden, 2013).…”

Section: Collaborationmentioning

confidence: 99%

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Assessing the Impact of Embedding Online Academic and Information Literacy Resources into a First Year Business Course

Rae

Hunn

2015

EBLIP

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the terms of the Creative CommonsAttribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-ncsa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjectives -Literature supports the concept that embedding academic and information literacy support into first year university courses enables students to proceed more confidently with researching and writing their assignments, and thus contributes to student success in their course. A need was identified for academic and information literacy support for a cohort of first year business students as part of the development of online course content for Griffith Online, the institution's online study degree option. This led to a collaboration between information literacy librarians, learning skills advisers, educational designers, and academic course convenors to develop and implement online resources. This paper will present findings on the impact of these online resources. Methods 96(2006) Five Senses of Success framework, evidence was collected and combined from a variety of sources over semester 2, 2014, and semester 1, 2015 to assess the impact of the online resource. Inferred evidence was gathered from usage statistics (number of hits on the sites) and from performance measures (comparing student essay grade between those that did and did not use the resource). Solicited evidence was gathered from a survey of students, students in focus groups, and interviews with course lecturers, tutors and other stakeholders.Results -The inferred evidence showed a positive impact on the student success indicators of the sense of resourcefulness, capability, connection, purpose and identity. The solicited evidence suggests that students saw the online resource in a positive light and that staff were happy with the impact it had on students' work and learning. It is believed that the gathered evidence indicates the Module did achieve the impact objective of a positive impact on the contribution to student success for these first year business students.Conclusions -The evidence has shown that this resource contributed to student success, and that staff and student satisfaction with the resource contributed to increased confidence with student academic skills and information literacy in respect to their assignment task. Assessing the impact of the online resource on student success has helped to demonstrate the value of the library at Griffith University to the wider community. The four-pronged collaboration relationship required for this approach was fostered with stakeholders outside of the library.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Collaborationmentioning

confidence: 99%

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Assessing the Impact of Embedding Online Academic and Information Literacy Resources into a First Year Business Course

Rae

Hunn

2015

EBLIP

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“…The library value movement posits that in the current environment, connecting library services with institutional priorities to demonstrate library impacts results in increasing library relevancy (Kaufman & Watstein, 2008;Menchaca, 2014;Oakleaf, 2010;Pritchard, 1996). In the seminal work on library value, multiple approaches for academic libraries to develop institutional relevance are identified.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Complexity of Student Learning Outcome Assessment Practices Across Multiple Libraries

Ziegenfuss

Borrelli

2016

EBLIP

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Objectives -The purpose of this collaborative qualitative research project, initiated by the Greater Western Library Alliance (GWLA), was to explore how librarians were involved in the designing, implementing, assessing, and disseminating student learning outcomes (SLOs) in GWLA member academic libraries. The original objective of the research was to identify library evaluation/assessment practices at the different libraries to share and discuss by consortia members at a GWLA-sponsored Student Learning Assessment Symposium in 2013. However, findings raised new questions and areas to explore beyond student learning assessment, and additional research was continued by two of the GWLA collaborators after the Symposium. The purpose of this second phase of research was to explore the intersection of library and institutional contexts and academic library assessment practices.Methods -This qualitative research study involved a survey of librarians at 23 GWLA member libraries, about student learning assessment practices at their institutions. Twenty follow-up Evidence Based Library and Information Practice 2016, 11.2 10 interviews were also conducted to further describe and detail the assessment practices identified in the survey. Librarians with expertise in library instruction, assessment, and evaluation, either volunteered or were designated by their Dean or Director, to respond to the survey and participate in the interviews. Interview data were analyzed by seven librarians, across six different GWLA libraries, using constant comparison methods (Strauss & Corbin, 2014). Emerging themes were used to plan a GWLA member Symposium. Based on unexpected findings, after the Symposium, two GWLA researchers continued the analysis using a grounded theory methodology to re-examine the data and uncover categorical relationships and conceptual coding, and to explore data alignment to theoretical possibilities.Results -Seventeen categories and five themes emerged from the interview data and were used to create a 3-part framework for describing and explaining library SLO assessment practices. The themes were used to plan the GWLA Assessment Symposium. Through additional qualitative grounded theory data analysis, researchers also identified a core variable, and data were reevaluated to verify an alignment to Engeström's Activity and Expansion Theories (Engeström, 2001(Engeström, , 2004. Conclusions -The findings of this multi-phased qualitative study discovered how contextual, structural, and organizational factors can influence how libraries interact and communicate with college departments, and the larger institution about student learning outcomes and assessment. Viewing library and campus interaction through the activity theory lens can demonstrate how particular factors might influence library collaboration and interaction on campuses. Institutional contexts and cultures, campus-wide academic priorities, leadership at the library level, and changing roles of librarians were all themes that emerged from this study t...

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“…There is increasingly more pressure placed on libraries to demonstrate their value to stakeholders in quantifiable ways (Oakleaf, 2008;Menchaca, 2014;Holliday et al, 2015;Sharun, 2014;Booth et al, 2014). In the case of libraries playing a role in instruction at higher education institutions, this requires showing "what students know and are able to do as a result of their interaction with the library and its staff" (Oakleaf, 2008, p.234).…”

Section: Introductionmentioning

confidence: 99%

Use It or Lose It? A Longitudinal Performance Assessment of Undergraduate Business Students' Information Literacy

Stonebraker

Fundator

2016

The Journal of Academic Librarianship

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At a large, public, Midwestern, American university, business librarians teach a required, one-credit information literacy course geared towards lower-division students in the school of management. In order to determine the lasting effects of the course, a longitudinal study of individual students' performance on three pre/post-test surveys was conducted across a set of management courses. The first course, a required information literacy class, was generally taken in the lower-division. The second course, a career strategies course, is generally taken after the first information literacy class. Students who took both required courses displayed greater information literacy knowledge and skills than students who took only the second course.Students retained the information uniformly over time, as time between the two courses did not yield a significant difference in scores. These findings show information literacy courses have a lasting impact on lower-division students as they progress through a college program.

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Start a New Fire: Measuring the Value of Academic Libraries in Undergraduate Learning

Cited by 14 publications

References 3 publications

Assessing the Impact of Embedding Online Academic and Information Literacy Resources into a First Year Business Course

Assessing the Impact of Embedding Online Academic and Information Literacy Resources into a First Year Business Course

Exploring the Complexity of Student Learning Outcome Assessment Practices Across Multiple Libraries

Use It or Lose It? A Longitudinal Performance Assessment of Undergraduate Business Students' Information Literacy

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