Using Assessment Data to Inform Library Instruction for First Year Students

Gilbert, Julie

doi:10.15760/comminfolit.2010.3.2.80

Cited by 16 publications

(15 citation statements)

References 8 publications

(8 reference statements)

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“…21 Julie Gilbert, through pretests, posttests, and citation analysis, found that first-year students with multiple IL sessions report greater self-efficacy with and more use of library resources. 22 Molly Flaspohler compared a more traditional IL instruction program to a pilot group receiving enhanced IL learning opportunities at a small liberal arts college and found that the more integrated approach produced better student learning. 23 Michael Hearn, also at a small school, discussed an embedded librarian model with an introductory English class and found that the quality of student research improved.…”

mentioning

confidence: 99%

Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation

Lowe¹,

Booth²,

Stone³

et al. 2015

pla

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abstract:The authors conducted a rubric assessment of information literacy (IL) skills in research papers across five undergraduate first-year seminar programs to explore the question "What impact does librarian intervention in first-year courses have on IL performance in student work?" Statistical results indicate that students in courses with greater levels of strategic faculty-librarian collaboration performed significantly better in IL outcomes than those in courses with low collaboration. Intensive librarian course support was not necessary to achieve significant learning gains; these tended to occur when librarians provided initial input into syllabus and assignment design, followed by one or two assignment-focused IL workshops.

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confidence: 99%

Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation

Lowe¹,

Booth²,

Stone³

et al. 2015

pla

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“…The librarian felt that more time for guided practice in the initial sessions and more reinforcement on return visits would have been beneficial. Gilbert (2009) stresses the advantages of repeated library instruction, although Beile (2003) reports that while education students' performance on library skills tests improved after a library instruction session, there was no significant effect of repeat sessions. In this project, the lower reference scores in spring 2016, particularly in sections A and B which had abbreviated library sessions, suggested that students benefited from the feedback and reinforcement provided by the librarian in earlier semesters where the lab periods were longer.…”

Section: Discussionmentioning

confidence: 99%

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Rose-Wiles

Glenn

Stiskal

2017

The Journal of Academic Librarianship

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IntroductionThe purpose is to illustrate how a team of 3 faculty from different disciplines sought to increase select information literacy outcomes of first year biology students using Bernard J. Lonergan's cognitional theory, the Generalized Empirical Method (GEM). The majority of students entering college have little experience in finding, retrieving, understanding, evaluating, incorporating, and citing scholarly sources in their scientific research papers. One factor may be a lack of library instruction and research experience in high school (Head, 2013;Smith et al., 2013;Douglas & Rabinowitz, 2016). Even for those with prior instruction, transitioning from high school level assignments to college level research can be a formidable challenge (Bent, 2008;Warwick et al., 2009;Varlejs et al., 2014;Loesch, 2017). In addition, few students understand the system of scholarly publishing or the structure of scientific information (Badke, 2012). They do not grasp the relationship between articles, journals, and library databases or the difference between searching a scientific database and using search engines such as Google. In her seminal paper "Desperately Seeking Citations: Uncovering faculty assumptions about the undergraduate research", Leckie (1996) describes how undergraduates have only the vaguest ideas about the research and scholarly publication process; they conceptualize research as "a fuzzy, library-based activity that is required of them to complete their coursework" (p. 202-203). A follow-up report (Rose-Wiles & Hofmann, 2013) suggests that little has changed in almost three decades, and that dependence on databases and on-line articles, rather than searching in physical journals, makes the library-based research process even more confusing for naïve undergraduate students.Science is a research-driven discipline, and therefore students should possess the requisite search skills. They have heard of the scientific method, but seem to associate it solely with completing hands-on experiments or Eureka style discovery rather than with background reading, hypothesis formation and testing and finally communication of results. As Cervetti and Pearson (2012) note, students treat science texts as if they contained established truths, without understanding how facts are determined or thinking of science as way of answering questions. Furthermore, most first year science students do not know how 4 PREPRINT: Enhancing information literacy using Bernard Lonergan's Generalized Empirical Method to generate interesting research questions that would lead to the discovery of new information and contribute to their learning. Even within a science course, the students' laboratory experiences seldom go beyond replicating well-established observations, with minimal dialog when reporting the results.Students often lack an understanding of how a literature search contributes to an in-depth discussion of their laboratory results. Thus to succeed in college, students must transition from replication of data obtained in a highly ...

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“…18 Many authors have examined the efficacy of IL instruction within first-year seminar programs, while increased collaboration between librarians and subject faculty has been shown to have significant impact on the quality and breadth of IL instruction. 19 Of particular relevance to the current project is Ghandi's 2005 study in which a fivesession, highly collaborative IL instruction model was compared to a one-shot IL instruction model in the same course; the former group of students showed marked improvement in IL concept understanding relative to the one-shot group, as well as greater motivation and satisfaction with the IL course component. 20 Significantly, in the five-session model the librarian was granted access to the course syllabus and tailored their instructional delivery to assignment needs, while both faculty and librarian emphasized IL within content delivery.…”

Section: Literature Reviewmentioning

confidence: 99%

Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance

Booth

Lowe

Tagge

et al. 2015

CRL

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The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of "authentic" assessment in determining actual learning outcomes. This mixed-methods study presents findings in each area and examines their implications for effective IL course collaborations. Introduction: Holistic Assessment and its ChallengesModern libraries operate in a climate of rapid organizational, technological, and information change, the demands of which are exacerbated by persistent resource scarcity. In this context, assessment has become central to the practice of determining and communicating the "value" of academic libraries to the communities of higher learning in which they are situated.1 From ethnography to quantitative study to user experience research, numerous strategies are employed to evaluate the effectiveness and relevance of library services, tools, operations, and personnel in order to support the goal of producing "evidence-based reports of measurable impact."

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Using Assessment Data to Inform Library Instruction for First Year Students

Cited by 16 publications

References 8 publications

Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation

Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation

Enhancing Information Literacy Using Bernard Lonergan's Generalized Empirical Method: A Three-year Case Study in a First Year Biology Course

Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance

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