Course-Integrated Learning Outcomes for Library Database Searching: Three Assessment Points on the Path of Evidence

Abstract

Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/bync-sa/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 -This study aims to assess student learning with respect to basic database searching at three different points within a required first year course.Methods -Three methods were employed at three different points to identify evidence of successful learning:1. Analysis of in-class exercises from the initial library workshop, e.g. how many students showed evidence of satisfactorily achieving the stated learning outcomes. 64Evidence Based Library and Information Practice 2010, 5.1 65 2. Participant observation of student presentations, noting themes, strengths and weaknesses of student research strategy; written observation reports from librarians were coded and quantified to identify major themes.3. Interviews with course instructors responsible for grading the final submitted projects, focusing on both student achievement and instructor perceptions of the impact of library involvement.Results -Though performance on in-class exercises showed evidence of successful learning in over 70% of students, observational data indicated that very few students showed evidence of applying new knowledge and new search skills to their own topics two weeks later. Instructor interviews revealed a perception of similar difficulties in final project submissions, and instructors suggested that students did not appreciate the need for library resources.Conclusion -In this study, students showed evidence of learning in a simulated environment, but were unable or unwilling to demonstrate this learning in authentic situations. Multiple assessment methods reveal a lack of student ability to apply search skills.

Independent Searching During One-Shot Information Literacy Instruction Sessions: Is It an Effective Use of Time?

“…The majority of students are able to use, at least in part, what was taught in the ILI session. While this is encouraging, Cmor, Chan, and Kong (2010) found that while the majority of students could complete information literacy-related exercises in ILI sessions, few were able to demonstrate the ability to use new tools and search strategies or incorporate new knowledge into projects.…”

“…While students demonstrate that they can use what was taught in class, it is unknown if students can take that learning beyond the classroom and some research (e.g., Cmor et al, 2010) suggests it is doubtful. In addition, it is difficult to know whether students can extrapolate their learning in class to a greater understanding of research as a process.…”

Best methods for evaluating educational impact: a comparison of the efficacy of commonly used measures of library instruction

“…Cmor, Chan, and Kong examined literature searching exercises and viewed oral presentations in which students described their search strategies that were recorded immediately post-training and again two weeks after instruction [42]. Content analysis showed that during the 2 weeks immediately following instruction, students reverted to ineffective searching behaviors.…”

Ethnographic Methods are Becoming More Popular in LIS Research

“…A question raised by the lack of precision in using the phrases "ethnographic studies" and "ethnographic methods" is the categorization of studies as ethnographies when the researchers never identified their studies as ethnographies or their methods as ethnographic (Briden & Marshall, 2010;Cmor, Chan, & Kong, 2010). More information about the definitions of ethnography found in the literature would have been useful, especially those definitions that were "induced indirectly" from the literature studies (p. 84).…”