Collaborative information literacy assessments : strategies for evaluating teaching and learning

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 you 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 invaluable new 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.

• List of Figures, Tables, and Appendixes p. ix
• Foreword p. xi Debra Gilchrist
• Preface p. xiii
• Institutional Support for Assessment p. xiv
• Book Organization p. xvi
• Assessing Your Courses and Programs p. xviii
• Acknowledgments p. xxi
• Part I Business
• Section Introduction p. 1
• 1 Using Citation Analysis to Evaluate and Improve Information Literacy Instruction p. 5 Casey M. Long and Milind M. Shrikhande
• Introduction p. 5
• Brief History of Citation Analysis p. 6
• Information Literacy at Georgia State University p. 8
• A Partnership to Improve Student Information-Seeking Skills p. 10
• Designing Our Citation Analysis Assessment Tool p. 12
• What We Learned through the Assessment Tool p. 15
• Achieving Our Goals p. 16
• Using Citation Analysis to Institutionalize Information Literacy p. 17
• Ensuring Results Are Valid Measures of Information Literacy p. 18
• Conclusion p. 19
• 2 A Holistic Approach to Embedding Information Literacy in the Design, Delivery, and Assessment of an Undergraduate Business Program p. 25 Douglas G. Carrie and Lynne M. Mitchell
• Introduction p. 25
• Related Literature p. 25
• Information Literacy at the University of Auckland p. 29
• The Bachelor of Business and Information Management Degree Program p. 29
• The BBIM Program Librarian p. 33
• Developing the Information Literacy Capabilities of BBIM Students p. 34
• Assessment in Year One p. 34
• Assessment in Years Two and Three p. 43
• Measuring Success and Impact p. 46
• Further Reflections and Conclusion p. 48
• Part II Social Science and Education
• Section Introduction p. 53
• 3 Assessing Integrated Library Components to Enhance Information Literacy in Political Science p. 57 Julie K. Gilbert and Christopher P. Gilbert
• Introduction p. 57
• Literature Review p. 58
• Institutional Context at Gustavus Adolphus College p. 60
• Integrating Information Literacy into the Political Science Major p. 61
• Assessment Model p. 63
• Assessment of Student Learning and Perceptions p. 65
• Evaluating and Refining Assessment Strategies p. 78
• Conclusion p. 80
• 4 Assessing Undergraduate Information Literacy Skills: How Collaborative Curriculum Interventions Promote Active and Independent Learning p. 87 Amanda A. Harrison and Angela Newton
• Introduction p. 87
• Literature Review p. 88
• Information Literacy Strategy at The University of Leeds p. 89
• Strength through Diversity; An Academic-Librarian Partnership p. 92
• Reflecting on the Assessment Tool: Reliability and Sensitivity p. 96
• Decoding the Data: What Does It Mean? p. 100
• Is Information Literacy Related to Academic Performance? p. 104
• Evidence-Based Information Literacy Teaching: Psychology and Beyond p. 105
• 5 Collaboration in Action: Designing an Online Assessment Strategy for Adult Learners p. 109 Julie Bostock and Susan Graves and Ruth Wilson
• Introduction p. 109
• Related Literature p. 110
• Institutional Context at Edge Hill University p. 111
• Our Collaborative Approach: Integrating Educational Theory and Academic Skills Development p. 113
• The Case Study Springboard Pedagogy p. 116
• Student Assessment Model p. 117
• Course Evaluation p. 120
• Conclusion p. 123
• Part III Humanities
• Section Introduction p. 127
• 6 A Model for Information Literacy Self-Assessment: Enhancing Student Learning in Writing Courses through Collaborative Teaching p. 131 Leslie Bussert and Norm Pouliot
• Introduction p. 131
• Related Literature p. 132
• Institutional Context at Cascadia Community College p. 137
• Collaboration with English Faculty p. 139
• Assessing Information Literacy Learning: How We Did It p. 140
• Outcomes p. 141
• What Did Not Work: Feedback from the Students p. 145
• Next Steps: Refining the Tool and Process p. 146
• Conclusion p. 146
• 7 Vampires, Philosophers, and Graphic Novels: Assessing Thematic Writing Courses in The Big Read p. 155 Deborah B. Gaspar and Pamela S. Presser
• Introduction p. 155
• Literature Review p. 156
• Writing Program Assessment p. 157
• The George Washington University p. 158
• Collaboration Practices p. 159
• The Big Read: Edward White's Model p. 160
• Examination of Assessment Results p. 163
• Impact on Course Planning p. 164
• Assessing The Big Read p. 168
• Conclusion p. 169
• 8 Many Voices, One Goal: Measuring Student Success through Partnerships in the Core Curriculum p. 175 Becky Canovan and Anne Marie Gruber and Mary Anne Knefel and Michele McKinlay
• Introduction p. 175
• Related Literature p. 177
• University of Dubuque: A Culture in Context p. 180
• The Programmatic Assessment Model p. 184
• Exploring Qualitative Results p. 186
• Exploring Quantitative Results p. 188
• Analysis of Quantitative Data p. 191
• Analysis of Qualitative Data p. 193
• Evaluation of Assessment p. 195
• Future Directions and Conclusions p. 197
• Afterword p. 213
• About the Editors and Contributors p. 217
• Index p. 223