The Teaching Library

Approaches to Assessing Information Literacy Instruction

Scott Walter

• Publisher: Taylor & Francis
• Year: 2014
• Print ISBN: 9780789031495
• eBook ISBN: 9781317965381
• Edition: 1
• Topic: Education
• Subtopic: Education General

Get the information needed to advocate for the significance of your library! How do you make the case that your library is a valuable instruction center? The Teaching Library helps librarians assess data on information literacy instruction programs so that they can better support the teaching role of the academic library in campus settings. This practical, professional resource features case studies from across the United States and Canadain both public and private institutionsthat offer a variety of evaluation methods. Here are the latest, easy-to-adopt ways of measuring your library's direct contribution to student learning, on-campus and off. With a unique multifaceted approach to questions of assessment, The Teaching Library is an important resource that not only offers the latest techniques, but answers the larger question of how to make use of this data in ways that will best advocate information literacy instruction programs. From creating a multidimensional assessment to turning an initiative into a program to teaching and learning goals and beyond, this invaluable text covers many of the core issues those in this rapidly-evolving field must contend with. These contributions reinforce the importance of the learning that takes place in the classroom, in the co-curriculum, the extra-curriculum, and the surrounding community. Some of the key topics covered in The Teaching Library are:

• assessment practices such as 360° analysis, attitudinal, outcomes-based, and gap-measured
• integrating the teaching library into core mission, vision, and values statements
• presenting the message of a library's value to internal audiences of colleagues
• building momentumand maintaining it
• tying information literacy assessment to campus-wide assessment activities
• identifying and reaching end-of-program learning outcomes
• assessing the impact of the one-shot session on student learning
• information literacy instruction and the credit-course model
• promoting instruction among Library and Information Science educators
• and many more!

The essays in The Teaching Library offer viable and practical ways for librarians to demonstrate their direct contribution to student learning in ways consistent with those accepted as valid across the campus. An important resource for academic librarians and Information Science professionals, The Teaching Library is also a useful tool for those in the campus community concerned with developing, funding, and continuing successful library programsprofessional staff such as alumni directors; faculty and educators looking to make students more successful; and researchers.

Index

Page numbers followed by f indicate figures; those followed by t indicate tables.

A Nation at Risk, 61

AARC. See Academic Assistance Resource Center (AARC)

Academic Assistance Resource Center (AARC), 149

Academic libraries, library instruction assessment in, 29–56

attitudinal assessment, 34–41, 36f–40f

described, 30–34

focus group assessment, 34–35

gap-measure assessment, 47–49

introduction to, 30

outcomes-based assessment, 41–47, 42f, 43f, 46f

survey assessment, 35–41, 36f–40f

Academic Outreach Library, of UIUC, 194

ACRL. See Association of College and Research Libraries (ACRL)

ACS. See Associated Colleges of the South (ACS)

AEM 101 Assignment 1: Library Research, 52–54

ALA. See American Library Association (ALA)

Albert R. Mann Library, at CUL, 29, 30, 41

Alexander, L.B., 171

Alzamil, M.A., 196

American Association for Higher Education, 65, 138

American Library Association (ALA), 32, 71

Presidential Committee on Information Literacy of, 31, 91

Americans with Disabilities Act, Standards for Accessible Design of, 100

AND scien*, 180

Andrews, C., 3, 29, 41

Angelo, T.A., 9, 13, 15

Assessment

culture of. See Culture of assessment

defined, 201

direct, triumph of, 96–97

indirect, failure of, 95–96

Associated Colleges of the South (ACS), 131–132, 131f

Association for Research Libraries, 60

Association of College and Research Libraries (ACRL), 31, 70, 118, 130, 148, 199

Guidelines for Distance Learning Library Services of, 194

Information Literacy Competency Standards for Higher Education of, 169

Standards, Outcomes and Performance Indicators for Higher Education of, 150

Association of College and University Libraries, Canadian, 184

Attitudinal assessment, in academic library instruction, 34–41, 36f–40f

Augustana Curriculum Committee, 166

Augustana Faculty, 166

information literacy credit courses at, 184–187

Augustana Faculty Council, 166

Augustana Library

ACRL Sta...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• ABOUT THE EDITOR
• Introduction: Telling the Story of the Teaching Library
• Library Instruction Assessment Through 360°
• Library Instruction Assessment in Academic Libraries
• Complex Questions, Evolving Answers: Creating a Multidimensional Assessment Strategy to Build Support for the “Teaching Library”
• Building a Case for the Teaching Library: Using a Culture of Assessment to Reassure Converted Campus Partners While Persuading the Reluctant
• From an Initiative to a Program: Making the Case for Information Literacy
• Assessing an Institution-Wide Information Fluency Program: Commitment, Plan, and Purposes
• Course Grade as a Measure of the Effectiveness of One-Shot Information Literacy Instruction
• Assessment Within the Augustana Model of Undergraduate Discipline-Specific Information Literacy Credit Courses
• Integrating Assessment into Recurring Information Literacy Instruction: A Case Study from LIS Education
• Index