The one‐minute paper and the one‐hour class

Choinski, Elizabeth; Emanuel, Michelle

doi:10.1108/00907320610648824

Cited by 33 publications

(10 citation statements)

References 23 publications

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“…Some assessment techniques that are on a smaller and less expensive scale include the oneminute paper (Angelo & Cross, 1993;Choinski & Emanuel, 2006;Cunningham, 2006), an attitude survey, observational assessment, a faculty assessment survey (Cunningham, 2006), short quizzes given during a one-credit course (Hufford, 2010), online tutorials (Fain, 2011;Heimke & Matthies, 2004;Johnson, 2009;Lechner, 2005;Merz & Mark, 2002;Tronstad, Phillips, Garcia, & Harlow, 2009), interviews (Julien & Boon, 2004) and, in one case, interviews conducted by anthropologists (Kolowich, 2011).…”

Section: Small-scale Inexpensive Assessment Approachesmentioning

confidence: 99%

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

Hsieh¹,

Dawson²,

Carlin³

2013

EBLIP

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the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-ncsa/2.5/ca/), 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. AbstractObjective -Librarians at Rider University attempted to discern the basic information literacy (IL) skills of students over a two year period (2009)(2010)(2011). This study aims to Evidence Based Library and Information Practice 2013, 8.3 35 explore the impact of one-session information literacy instruction on student acquisition of the information literacy skills of identifying information and accessing information using a pretest/posttest design at a single institution. The research questions include: Do different student populations (in different class years, Honors students, etc.) possess different levels of IL? Does the frequency of prior IL Instruction (ILI) make a difference? Do students improve their IL skills after the ILI?Methods -The librarians at Rider University developed the test instruments over two years and administered them to students attending the ILI sessions each semester. The test was given to students as they entered the classroom before the official start-time of the class, and the test was stopped five minutes into the class. A pretest with five questions was developed from the 1st ACRL IL Standards. A few demographic questions were added. This pretest was used in fall 2009. In spring 2010, a second pretest was developed with five questions on the 2 nd ACRL IL Standards. Students of all class years who attended ILI sessions took the pretests. In 2010-2011, the pretest combining the 10 questions used in the previous year was administered to classes taking the required CMP-125 Research Writing and the BHP-150 Honors Seminar courses. An identical posttest was given to those classes that returned for a follow-up session. Only the scores from students taking both pretests and posttests were used to compare learning outcomes.Results -Participants' basic levels of IL skills were relatively low. Their skills in identifying needed resources (ACRL IL Standards 1) were higher than those related to information access (ACRL IL Standards 2). Freshmen in the Honors Seminar outperformed all other Rider students. No differences were found in different class years or with varying frequencies of prior IL training. In 2010-2011, students improved significantly in a few IL concepts after the ILI, but overall gains were limited.Limitations -Many limitations are present in this study, including the challenge of developing ideal test questions and that the pretest was administered to a wide variety of classes. Also not all the IL concepts in the test were adequately addressed in these sessions. These factors would have affected the results. Conclusions -The results defy a common assumption that ...

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Section: Small-scale Inexpensive Assessment Approachesmentioning

confidence: 99%

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

Hsieh¹,

Dawson²,

Carlin³

2013

EBLIP

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“…At the end of the session, participants are asked to complete a Reflective One Minute Paper (ROMP), encouraging researchers to reflect on the session content and provide feedback which enables the librarian to review what the researchers gained from the session. This second strategy is adapted from the original One Minute Paper (Chizmar & Ostrosky, 1998), which was first used in library instruction by Choinski and Emmanuel (2006).…”

Section: Reflective Questionmentioning

confidence: 99%

Evidence Based Practice Using Formative Assessment in Library Research Support

Wolstenholme¹

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. AbstractObjective -The purpose of this study was to develop and review the effectiveness of a new evidence-based approach for teaching library research support.Methods -Formative assessment, through two variations of the One Minute Paper model, is used to poll the experiences of university researchers in library research support sessions. Prior to a session, Polling One Minute Papers (POMPs) assess what researchers know about topics that will be covered in the session. After a session, Reflective One Minute Papers (ROMPs) review whether university researchers achieved the intended learning outcomes of the session. POMPs were used for 16 sessions and ROMPs were used for a subset of 11 of these sessions. Examples of responses from the POMPs and ROMPs were presented to describe and analyse the effectiveness of this approach for library support of research.Results -POMP and ROMP responses were remarkably informative given their simplicity and the little effort required on the part of the instructing librarian or researchers. The completion rate of POMPs was 72.7%. They gave researchers the opportunity to self-assess their current level of knowledge or skills about the topic to be covered in the upcoming session. The librarian could then tailor the session content to this level of knowledge. POMP responses were shared as part of the session content, enabling researchers to benchmark themselves against their peers. Conclusion -Polling One Minute Papers (POMPs) and Reflective One Minute Papers (ROMPs) are an effective and efficient approach for guiding the learning of researchers and closing the feedback loop for librarians. These tools extend the opportunity for librarians to engage with researchers and, through tailoring of session content, assist to maximise the benefit of library research support sessions for both librarians and researchers. Sharing of POMP and ROMP responses can assist librarians to coordinate the teaching of the researchers that they support. At an institutional level, evidence in POMPs and ROMPs can be used to demonstrate the value that the library has contributed to improving awareness and performance of its researchers. Evidence Based Library and Information

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“…In 2006, Choinski and Emanuel found few examples in the library literature of outcomesbased assessment in single-session, or "one-shot," information literacy instruction scenarios (149)(150). Their own assessment project involved "one-minute papers," which students wrote after class in response to questions based on ACRL information literacy outcomes (Choinski and Emanuel 2006). Byerly, Downey, and Ramin (2006) developed software to assess single-session instruction via a pre-and post-test.…”

Section: Introductionmentioning

confidence: 99%

Learning by Doing: Performance Assessment of Information Literacy across the First-Year Curriculum

Bluemle

Makula

Rogal

2013

College & Undergraduate Libraries

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In the 2011-2012 school year, the instruction librarians at Augustana College, Illinois, changed their assessment approach in the college's required first-year sequence to focus on higher-level information literacy concepts. The librarians replaced a quantitative assessment instrument with performance assessments, which they integrated into their first-year library sessions. Although the sequence is taught by many faculty with diverse assignments, these new assessments could be applied organically across sections yet provide generalizable results. This case study describes that assessment project and its initial findings, analyzes the project's implications, and suggests how other college libraries might adopt similar qualitative assessments.

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The one‐minute paper and the one‐hour class

Cited by 33 publications

References 23 publications

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

Evidence Based Practice Using Formative Assessment in Library Research Support

Learning by Doing: Performance Assessment of Information Literacy across the First-Year Curriculum

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