Measuring Library Impacts through First Year Course Assessment

Luetkenhaus, Holly; Hvizdak, Erin; Johnson, Corey; Schiller, Nicholas

doi:10.15760/comminfolit.2017.11.2.6

Cited by 11 publications

(6 citation statements)

References 11 publications

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“…Chan attributes this jump to library instruction. Favourable results after library instruction can also be seen with bibliographic analysis of first-year students' research papers (Luetkenhaus, Hvizdak, Johnson, & Schiller, 2017). Scored on six learning outcomes, first-year students performed at the 'Emerging' or 'Proficient First Year' level on five of the learning outcomes created by the research team.…”

Section: Theme 3: Assessment Studies Yield Conflicted Findings On Firmentioning

confidence: 93%

Should we flip the script?

Pashkova-Balkenhol

Lenker

Cox

et al. 2019

JIL

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This mixed method systematic review considers recent literature on the information literacy (IL) skills of first-year undergraduate students. The review uncovers the following themes: faculty and librarians perceive first-year students as lacking IL skills; students have varying perceptions of their IL skills; assessment studies yield conflicting findings on first-year students' IL; communication between high school and college librarians is challenging; and some IL researchers emphasise and leverage first-year students' prior knowledge and experience in IL instruction. These themes emerge from extensive searches in four research databases for scholarly and professional articles written in English within the past ten years. With the exception of a few articles, studies reviewed consistently express their findings in terms of students’ gaps or deficits. We question whether this is the most productive basis for developing effective IL programs. Instead, we call for further investigation of students’ existing knowledge and skills as a basis for implementing constructivist and strengths-based pedagogies.

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Section: Theme 3: Assessment Studies Yield Conflicted Findings On Firmentioning

confidence: 93%

Should we flip the script?

Pashkova-Balkenhol

Lenker

Cox

et al. 2019

JIL

View full text Add to dashboard Cite

show abstract

“…Evaluation of student assignments completed in relation to library instruction sessions has been used as a technique for assessing student learning. Examples of student assignments include student research papers (Cooke & Rosenthal, ; Gamtso & Paterson, ; Luetkenhaus, Hvizdak, & Johnson, ), student worksheets administered as part of the instruction session (Matlin & Lantzy, ), and quizzes (Lowe, Boothe, & Tagg, ). Evaluation of student research papers is the most common way that this assessment technique has been implemented.…”

Section: Research Methods Used In Previous Workmentioning

confidence: 99%

“…Analysis of these final papers revealed students' ability to apply critical thought and provide well‐crafted recommendations, indicating that this collaborative, active‐learning exercise helped students move beyond merely learning information retrieval skills to learning how to analyze and apply information. Similarly, Luetkenhaus et al () used students' final research papers to measure the impact of library instruction for first‐year students, having raters from across the library provide feedback on students' demonstration of information literacy skills. Cooke and Rosenthal (), on the other hand, took a slightly different approach to analyzing student research papers, examining the citation pages of the papers as opposed to the content.…”

Section: Research Methods Used In Previous Workmentioning

confidence: 99%

Librarian role‐playing as a method for assessing student information literacy skills

Rieh

Bradley

Brennan‐Wydra

et al. 2019

Proceedings of the Association for Information Science and Tech

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Researchers and practitioners alike have long investigated the effectiveness of information literacy instruction, addressing what to measure regarding student learning and how to measure it. The purpose of this paper is twofold. First, we review measures and methods that have been developed to assess student learning that results from information literacy instruction. We then present a study in which we employed a new research method of librarian role‐playing to examine the extent to which college students are capable of demonstrating their information literacy skills while acting as an academic librarian. We also incorporated card‐sorting exercises, asking about their perceived search difficulty before and after the role‐playing exercise. Ten role‐playing sessions were conducted by recruiting undergraduate students who had attended an information literacy instruction session 3–4 months prior as a part of their English writing course. Results showed that the librarian role‐playing method provided opportunities for participants to recall and reflect upon what they learned from information literacy instruction effectively. Results also indicated that the role‐playing method is potentially effective in developing students' meta‐cognition about their search behavior.

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“…Jiao, Onwuegbuzie, and Lichtenstein (1996) and Mech and Brooks (1997) demonstrated that firstyear students exhibited the highest rates of library anxiety, and students new to higher education naturally lack some of the skills and knowledge necessary to utilize academic libraries. Library instruction has been shown to increase first-year students' information literacy skills, whether the instruction takes the form of a one-shot session (Gilbert, 2009;Luetkenhaus, Hvizdak, Johnson & Schiller, 2017), a for-credit course (Cook, 2014), or general interactions with librarians (Lowe, Booth, Stone & Tagge, 2015). Van Scoyoc (2003) found that instruction reduced first-year students' library anxiety rates, but that study is over fifteen years old (as are other important library anxiety studies), and first-year students have changed significantly as today's students have come of age regularly using new and powerful information tools.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Assessment of library instruction is particularly important for institutions that devote considerable resources to library instruction for first-year students, such as the university under consideration in this study. Assessment of information literacy skills is common and is often used to justify large first-year instruction initiatives, but assessment of first-year students' emotional responses to the library is equally important, yet often neglected (Cook, 2014;Gilbert, 2009;Lowe, Booth, Stone & Tagge, 2015;Luetkenhaus, Hvizdak, Johnson & Schiller, 2017;Shao & Purpur, 2016). Ideally, library instruction for first-year students provides not only a base of information literacy skills to build on, but also an understanding of the library as a resource that they can return to for help throughout their academic careers.…”

Section: Introductionmentioning

confidence: 99%

Testing a Warmth-Based Instruction Intervention for Reducing Library Anxiety in First-Year Undergraduate Students

Parks¹

2019

EBLIP

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Abstract Objective – This study aimed to test the efficacy of a warmth-based library instruction intervention in reducing rates of library anxiety in first-year undergraduate students. "Warmth" is a concept that is commonly discussed within literature on library anxiety, but to date no studies have explicitly tested the application of a warmth-based instruction intervention. First-year students are ideal targets for this intervention because they are the most likely to experience library anxiety. Methods – A quasi-experiment was conducted examining library anxiety rates in first-year undergraduate students at a public research university in the U.S. South. A one-shot warmth-based instruction session focusing on the emotional dimensions of library use was compared to a standard one-shot instruction session. Library anxiety was measured using a modified version of Bostick's Library Anxiety Scale as a pretest and posttest. Results – Results indicated that both warmth-based and standard library instruction were associated with a decrease in participants' library anxiety rates without significant differences between the types of instruction. However, warmth-based instruction was correlated with greater reductions in areas of library anxiety related to interactions with library workers. Though library anxiety rates decreased significantly after experiencing library instruction, participants exhibited low levels of library anxiety before their library instruction session occurred. Conclusion – Though warmth-based instruction did not have a significantly different impact than standard library instruction on general library anxiety, the intervention tested in this study suggests strategies that could be used to increase student comfort with library workers. This study also demonstrates a successful method to include emotional factors such as library anxiety in academic libraries' regular assessment programs. Focusing assessment on students' skills and knowledge alone risks ignoring an important aspect of student engagement and missing opportunities for academic libraries to connect with students. Assessment of emotional components of library instruction initiatives is especially crucial to ensure and demonstrate that libraries are using their resources effectively to maximize student success.

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Measuring Library Impacts through First Year Course Assessment

Cited by 11 publications

References 11 publications

Should we flip the script?

Should we flip the script?

Librarian role‐playing as a method for assessing student information literacy skills

Testing a Warmth-Based Instruction Intervention for Reducing Library Anxiety in First-Year Undergraduate Students

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