Using the ACRL Information Literacy Competency Standards for Higher Education to Assess a University Library Instruction Program

Davidson, Jeanne; McMillen, Paula S.; Maughan, Laurel S.

doi:10.1300/j111v36n01_07

Cited by 16 publications

(6 citation statements)

References 3 publications

(1 reference statement)

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“… to define and measure students’ skills; to develop benchmarking statements and quality standards; to evidence achievement of intended learning outcomes; to improve future programmes; to support the professional development of library staff; to involve library staff in the same quality mechanisms as academic staff; to develop more strategic, client‐centred, outcomes‐based indicators of library success 8–11 …”

Section: Literature Reviewmentioning

confidence: 99%

“…• to define and measure students' skills; • to develop benchmarking statements and quality standards; • to evidence achievement of intended learning outcomes; • to improve future programmes; • to support the professional development of library staff; • to involve library staff in the same quality mechanisms as academic staff; • to develop more strategic, client-centred, outcomes-based indicators of library success. [8][9][10][11] The range of assessment and evaluation methods discussed includes both quantitative and qualitative approaches, for example: pre-tests and post-tests; recall and precision exercises; multiplechoice questions (MCQs); skills checklists; satisfaction questionnaires; focus groups; interviews; self-assessments; longitudinal surveys, including surveys of graduates and their employers; observation; and examination of completed work, such as (annotated) bibliographies, concept maps, learning diaries and research portfolios. [12][13][14][15] Some studies combine different methods to strengthen the evidence provided.…”

Section: Literature Reviewmentioning

confidence: 99%

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Making a difference? Measuring the impact of an information literacy programme for pre‐registration nursing students in the UK

Craig

Corrall

2007

Health Info Libraries J

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Objectives : To investigate whether an information literacy programme for preregistration nursing students at a UK higher education institution is effective in developing their skills and confidence: examines students' skill levels, factors affecting their confidence, and relationships between skills, confidence and demographic characteristics. Methods : Quantitative and qualitative techniques were used: pre-and post-tests to measure changes in students' skills and self-assessed confidence levels after two key sessions in their first semester ( n = 29); semi-structured interviews to explore factors affecting confidence ( n = 5). Results : Findings demonstrated positive impacts on skills and confidence. Key areas of skill development included: identifying journal articles, selecting search terms and evaluating website quality. Factors affecting confidence included: successful 'mastery' experiences in searching for information and the programme itself, especially small-group sessions, handouts and staff support. Evidence on links between skills, confidence and demographic factors was inconclusive. Conclusions : The study demonstrated the programme's effectiveness and identified areas for development, including the need to help students understand the relative merits of search engines and other sources. Evidence has contributed to a change in departmental policy, making attendance at sessions mandatory. Further studies have been recommended.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Making a difference? Measuring the impact of an information literacy programme for pre‐registration nursing students in the UK

Craig

Corrall

2007

Health Info Libraries J

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“…In 2000, the Oregon State University (OSU) Library's Instruction Workgroup (IWG) responded to the publication of the ACRL Information Literacy Competency Standards for Higher Education (ACRL ILCS) by doing a self-study of current practice and teaching priorities among our instruction librarians (Davidson et al, 2002). In early 2001, the Workgroup drafted a vision statement articulating a new mission for the library's instruction program and a work plan to make it happen.…”

Section: Where We Startedmentioning

confidence: 99%

Complex Questions, Evolving Answers

McMillen

Deitering

2007

Public Services Quarterly

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Since 2001, librarians at Oregon State University's Valley Library have been working to build a "teaching library" supported by a clearly articulated instruction program. From the start, we believed that we needed to assess the teaching library's impact, not only to determine the success or failure of our efforts but also to demonstrate the need for intentional, proactive information literacy instruction on our campus. No single assessment tool or method proved adequate to effectively measure student learning happening both inside and outside the library. We describe our evolving, multi-pronged approach to measuring the impact of the library on student learning in the context of current assessment practices in academic libraries and higher education.

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“…All teaching librarians were asked to complete a survey form for each subject area in which they taught, since we suspected there might be different approaches across disciplines. A more complete description of this``self-study'' process is presented in Davidson et al (2002).…”

Section: Assessmentmentioning

confidence: 99%

Lessons learned about developing and coordinating an instruction program with freshman composition

McMillen

Miyagishima

Maughan

2002

Reference Services Review

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In the Spring of 2001, the Oregon State University Libraries began planning for a collaboration with the university's freshman composition program. In implementing this project, with no additional library resources, and with the majority of library faculty less experienced in working with freshman students, the coordinators of the program learned numerous lessons which highlighted both the steps needed in initiating and maintaining a new instruction program, and the functions and competencies vital to providing instructional leadership and coordination in an academic library. The following case study describes the process that the coordinators of this instruction program followed, and will discuss the important role that library instruction coordinators have to play in starting a new program of library instruction.

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Using the ACRL Information Literacy Competency Standards for Higher Education to Assess a University Library Instruction Program

Cited by 16 publications

References 3 publications

Making a difference? Measuring the impact of an information literacy programme for pre‐registration nursing students in the UK

Making a difference? Measuring the impact of an information literacy programme for pre‐registration nursing students in the UK

Complex Questions, Evolving Answers

Lessons learned about developing and coordinating an instruction program with freshman composition

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