What Are They Learning? Pre- and Post-Assessment Surveys for LIBR 1100, Introduction to Library Research

Hufford, Jon

doi:10.5860/0710139

Cited by 37 publications

(24 citation statements)

References 18 publications

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“…Both tests were identical and some questions had multiple answers. Despite IL skills taught over a 14 week period, students did not do as well as expected in the posttest (Hufford, 2010). In another example, a three-credit class conducted at the University of Rhode Island used pretests and posttests to determine student learning of Boolean operators (Burkhardt, 2007).…”

Section: Pre and Posttest Methodsmentioning

confidence: 95%

“…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%

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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: Pre and Posttest Methodsmentioning

confidence: 95%

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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“…Specifically, pre-and post-tests to gauge mastery of academic requirements are necessary to understand the skill-building and integrity development that occurs across the community college campus (Hufford, 2010;Parnther, 2016). A final recommendation is to evaluate the learning taking place for students around the topic of academic integrity.…”

Section: Create a Common Language And Common Missionmentioning

confidence: 99%

The Shared Responsibility for Academic Integrity Education

Mitchell

Parnther

2018

New Drctns Community Coll

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“…As with the authors of previous studies (Bryan & Karshmer, 2013;Hufford, 2010), the researchers had trouble finding cases in the information literacy instruction literature that fully applied to their own situation. In response, the researchers analyzed the literature for the ways librarians and their collaborators responded to methodological constraints: namely, the timing of pre-and posttests, the ethics and composition of control groups, and the use of performance assessments in information literacy.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluating a Pre-session Exercise in a Standalone Information Literacy Class

Goetz¹,

Barber²

2015

Comminfolit

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In this study, researchers evaluate a homework exercise assigned before a standalone information literacy session. Students in a Master of Education program completed a worksheet using the ERIC database thesaurus. The researchers conducted pre-and posttests within a single library session to assess student learning, using a control group for comparison. The treatment group did not demonstrate better thesaurus skills than students who had regular library instruction alone, but results pointed the way to targeted improvements of pre-session learning materials. This approach could inform other information literacy homework applications such as flipping the classroom. 176[ARTICLE]

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What Are They Learning? Pre- and Post-Assessment Surveys for LIBR 1100, Introduction to Library Research

Cited by 37 publications

References 18 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

The Shared Responsibility for Academic Integrity Education

Evaluating a Pre-session Exercise in a Standalone Information Literacy Class

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