Collaborative information literacy assessments : strategies for evaluating teaching and learning /

Collaborative information literacy assessments : strategies for evaluating teaching and learning /

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Bibliographic Details
Imprint:New York : Neal-Schuman Publishers, Inc., c2010.
Description:xxi, 242 p. : ill. ; 23 cm.
Language:English
Series:Information literacy sourcebooks
Information literacy sourcebooks.
Subject:
Information literacy -- Study and teaching (Higher)
Information literacy -- Study and teaching (Higher) -- Evaluation.
Information literacy -- Ability testing.
Academic libraries -- Relations with faculty and curriculum.
Academic libraries -- Relations with faculty and curriculum.
Information literacy -- Study and teaching (Higher)
Format: Print Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/8057385
Hidden Bibliographic Details
Other authors / contributors:Mackey, Thomas P.
Jacobson, Trudi E., 1957-
ISBN:9781555706937 (pbk. : alk. paper)
1555706932 (pbk. : alk. paper)
Notes:Includes bibliographical references and index.
Summary:Use these eight original models for assessment based on best practices to help form effective collaborations with faculty. Constructive partnerships between academic librarians and faculty play a crucial role in effectively assessing and improving information literacy efforts. Collaboration is not just a nice idea; it is essential to improving the value of library services, personnel, and instruction. Here, the editors, whose previous works include Information Literacy CollaborationsThat Work (2007) and Using Technology to Teach Information Literacy (2008), explore innovative collaborative assessment strategies designed specifically for information literacy programs and courses. All of the contributions to the book are co-written by faculty librarian teams that have successfully worked together to develop assessment strategies across a wide range of disciplines, including business, political science, education, adult learning programs, and the humanities. Saving countless hours on course or accreditation preparation, each chapter includes a detailed literature review, a model for practical implementation, a discussion of the partnership process, and an examination of assessment data. The teams also share guidance for overcoming a variety of collaborative obstacles and challenges, and report on how their assessment process significantly improved student learning outcomes. Framed in a practical real world context, this resource provides a clear set of best practices to help librarians and faculty work together to initiate new information literacy assessment efforts or to improve established programs in their own institutions.
Table of Contents:
  • List of Figures, Tables, and Appendixes
  • Foreword
  • Preface
  • Institutional Support for Assessment
  • Book Organization
  • Assessing Your Courses and Programs
  • Acknowledgments
  • Part I. Business
  • Section Introduction
  • 1. Using Citation Analysis to Evaluate and Improve Information Literacy Instruction
  • Introduction
  • Brief History of Citation Analysis
  • Information Literacy at Georgia State University
  • A Partnership to Improve Student Information-Seeking Skills
  • Designing Our Citation Analysis Assessment Tool
  • What We Learned through the Assessment Tool
  • Achieving Our Goals
  • Using Citation Analysis to Institutionalize Information Literacy
  • Ensuring Results Are Valid Measures of Information Literacy
  • Conclusion
  • 2. A Holistic Approach to Embedding Information Literacy in the Design, Delivery, and Assessment of an Undergraduate Business Program
  • Introduction
  • Related Literature
  • Information Literacy at the University of Auckland
  • The Bachelor of Business and Information Management Degree Program
  • The BBIM Program Librarian
  • Developing the Information Literacy Capabilities of BBIM Students
  • Assessment in Year One
  • Assessment in Years Two and Three
  • Measuring Success and Impact
  • Further Reflections and Conclusion
  • Part II. Social Science and Education
  • Section Introduction
  • 3. Assessing Integrated Library Components to Enhance Information Literacy in Political Science
  • Introduction
  • Literature Review
  • Institutional Context at Gustavus Adolphus College
  • Integrating Information Literacy into the Political Science Major
  • Assessment Model
  • Assessment of Student Learning and Perceptions
  • Evaluating and Refining Assessment Strategies
  • Conclusion
  • 4. Assessing Undergraduate Information Literacy Skills: How Collaborative Curriculum Interventions Promote Active and Independent Learning
  • Introduction
  • Literature Review
  • Information Literacy Strategy at The University of Leeds
  • Strength through Diversity; An Academic-Librarian Partnership
  • Reflecting on the Assessment Tool: Reliability and Sensitivity
  • Decoding the Data: What Does It Mean?
  • Is Information Literacy Related to Academic Performance?
  • Evidence-Based Information Literacy Teaching: Psychology and Beyond
  • 5. Collaboration in Action: Designing an Online Assessment Strategy for Adult Learners
  • Introduction
  • Related Literature
  • Institutional Context at Edge Hill University
  • Our Collaborative Approach: Integrating Educational Theory and Academic Skills Development
  • The Case Study Springboard Pedagogy
  • Student Assessment Model
  • Course Evaluation
  • Conclusion
  • Part III. Humanities
  • Section Introduction
  • 6. A Model for Information Literacy Self-Assessment: Enhancing Student Learning in Writing Courses through Collaborative Teaching
  • Introduction
  • Related Literature
  • Institutional Context at Cascadia Community College
  • Collaboration with English Faculty
  • Assessing Information Literacy Learning: How We Did It
  • Outcomes
  • What Did Not Work: Feedback from the Students
  • Next Steps: Refining the Tool and Process
  • Conclusion
  • 7. Vampires, Philosophers, and Graphic Novels: Assessing Thematic Writing Courses in The Big Read
  • Introduction
  • Literature Review
  • Writing Program Assessment
  • The George Washington University
  • Collaboration Practices
  • The Big Read: Edward White's Model
  • Examination of Assessment Results
  • Impact on Course Planning
  • Assessing The Big Read
  • Conclusion
  • 8. Many Voices, One Goal: Measuring Student Success through Partnerships in the Core Curriculum
  • Introduction
  • Related Literature
  • University of Dubuque: A Culture in Context
  • The Programmatic Assessment Model
  • Exploring Qualitative Results
  • Exploring Quantitative Results
  • Analysis of Quantitative Data
  • Analysis of Qualitative Data
  • Evaluation of Assessment
  • Future Directions and Conclusions
  • Afterword
  • About the Editors and Contributors
  • Index

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