Using the ALA's evaluating library instruction (1996)

Roselle, Ann

doi:10.1016/s0099-1333(97)90036-7

Cited by 6 publications

(6 citation statements)

References 2 publications

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“…Martin reports benefits identified through evaluation via a reflective essay 38 . However, multi‐method approaches used for nursing programmes elsewhere provided inconclusive evidence 27,39 …”

Section: Literature Reviewmentioning

confidence: 99%

“…38 However, multi-method approaches used for nursing programmes elsewhere provided inconclusive evidence. 27,39 Methodology A mixed-methods approach was used, combining quantitative techniques (objective pre-and posttests and statistical analysis) to measure skills with qualitative techniques (semi-structured in-depth interviews and rich descriptions) to explore factors affecting confidence. This strategy employed methods appropriate to the different issues examined and achieved a degree of triangulation to improve validity; the tests included questions on confidence levels and the interviews touched on skills in addition to confidence.…”

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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“…Testing has the potential to determine what students know (as opposed to what they think they know), as long as the test is a well-designed one. Tests with open-ended answers are generally considered to offer more reliable information than constructed answer questions (Roselle 1997), but these can be more difficult to score systematically. Barclay (1993) suggests crafting an ideal response for each open-ended question to facilitate scoring.…”

Section: Assessment Of Library Instructionmentioning

confidence: 99%

“…Our main objectives were to test students' knowledge of citation formatting in order to gauge their familiarity with a basic library concept and, moving beyond simple identification, to ask them how to find the full-text article in order to check their understanding of how to retrieve information in the library (both virtually and physically). Before the session began, we gave students a few minutes to fill in a worksheet that asked them to deconstruct a citation and identify its parts by filling in the blanks and to explain how they would find the article in an open-ended answer format as recommended by Roselle (1997).…”

Section: Outcomes-based Assessmentmentioning

confidence: 99%

Library Instruction Assessment in Academic Libraries

Tancheva

Andrews

Steinhart

2007

Public Services Quarterly

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Determining the best methods of assessment for a library instruction program in a large research university can be a challenging task. Albert R. Mann Library at Cornell University Library has pilot tested three methods of formative and summative assessment for its library instruction programattitudinal, outcomes-based, and gap-measure-and determined not only key areas of improvement for the program, but also the benefits and drawbacks of each method of assessment. Attitudinal assessment has guided program improvement in areas of marketing and user satisfaction but does not provide the measurement of learning that outcomes-based assessment covers. The latter can be difficult to achieve in single-session, short-term instruction, while gap-measure assessment can provide a more nuanced view of both patron and instructor attitudes toward learning outcomes, if not actual data on achievement on the objectives themselves. The authors have determined that a combination of these three different types of assessment can address the shortcomings of a single method alone and provide a better measure of the program as a whole.Keywords: information literacy, assessment, evaluation, college and university libraries Assessment of library instruction is a growing topic of concern for library instructors as evidenced by the 246 articles found in Library Literature on evaluation of bibliographic instruction (more in the last two years than in the previous six combined). A number of assessment models are available for library instruction; however, with the wide range of methods and their varying utility depending on the format and type of instruction being assessed, choosing and implementing models can be difficult. It is our contention that to present a well-rounded picture of an instruction program, more than one method of assessment is necessary. Over the last two years, the staff at Albert R. Mann Library at Cornell University Library (CUL) has pilot-tested a three-pronged approach to assessment. The first assessment was an evaluation of the entire CUL instruction program using focus groups and a Web-based statistical survey; the second outcomes-based assessment, focused on a single courserelated instruction session at Mann Library, consisted of a pre-test survey and examination of the results of a post-instruction tutorial assignment; and a third assessment featured a gap-measure analysis of instructors' and students' perceptions of the importance of the learning objectives in Mann Library's open workshop series. Below we present our findings and their effect on our instruction program, address the benefits and limitations of these various types of assessment, and show that a multi-method model of assessment, both formative and summative, is key to a clear picture of the various aspects of our instruction program.

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“…Many students are not computer literate, and librarians and instructors must continually seek better ways to accommodate this lack of experience and training by providing workshops on the basics of electronic searching. The students' own lack of experience in completing a valid research project is the biggest obstacle to successful mastery of the process, including the identification and location of prime library resources [8]. Before the learning process can succeed the instructional librarian must find ways to quiet the students' anxiety about using the electronic medium to engage in research.…”

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confidence: 99%

Using Technology to Teach Preservice Students about Locating Information in the Academic Library

Toifel

Franklin

1998

Journal of Educational Technology Systems

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Students from five educational foundations classes were tested using an identical pretest and posttest which contained questions designed to ascertain their knowledge and skill in utilizing library technology to obtain research information. The purpose of the study was to determine if the present bibliographic instruction methods used by instructor librarians in the library's computer classroom were effective by using the t-test to determine the results of the mean difference between the pretest and posttest scores of those students who attended the bibliographic instruction session and those who did not attend.Library instruction programs in academic libraries have continued to evolve and develop rapidly over the last several years primarily because of the progress in the creation of new electronic technology. The computer has become a medium of knowledge transfer; a calculating device has become a communicating device and adapting to the new environment will require challenging old assumptions [1]. Most academic libraries have discarded their card catalogs in favor of the online automated catalogs (OPAC) which can retrieve information about materials in the library collection thoroughly and quickly. The online catalog can retrieve information about books and journals articles for students involved in research projects usually in a matter of seconds. Citations of journal articles and in some instances even full-text journal articles can be accessed online not only 133

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Using the ALA's evaluating library instruction (1996)

Cited by 6 publications

References 2 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

Library Instruction Assessment in Academic Libraries

Using Technology to Teach Preservice Students about Locating Information in the Academic Library

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