scholarly journals Information Literacy and Student Engagement: What the National Survey of Student Engagement Reveals about Your Campus

2003 ◽  
Vol 64 (6) ◽  
pp. 480-493 ◽  
Author(s):  
Amy E. Mark ◽  
Polly D. Boruff-Jones
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Information Literacy ◽  
National Survey ◽  
Undergraduate Education ◽  
Personal Development ◽  
University Of Mississippi ◽  
Indiana University ◽  
Good Practices ◽  
The University

The annual National Survey of Student Engagement (NSSE) measures undergraduate “participation in programs and activities that institutions provide for their learning and personal development.”1 Each item on the survey correlates to one of five benchmarks of “empirically confirmed ‘good practices’ in undergraduate education.”2 The NSSE is an excellent diagnostic fit with the Information Literacy Competency Standards for Higher Education because learning outcomes can be correlated with student engagement. This article presents case studies from the University of Mississippi and Indiana University-Purdue University Indianapolis to demonstrate how librarians can apply NSSE results for the purpose of assessment.3

Information literacy assessment by portfolio: a case study

2007 ◽  
Vol 35 (1) ◽  
pp. 41-70 ◽  
Author(s):  
Valerie Sonley ◽  
Denise Turner ◽  
Sue Myer ◽  
Yvonne Cotton
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Assessment Method ◽  
Literacy Assessment ◽  
Content Type ◽  
Small Cohort ◽  
The University ◽  
Practical Implications ◽  
Selection Of

PurposeThe purpose of this paper is to report the results of a case study evaluating the revision of the assessment methods of an information literacy module. The revised assessment method took the form of a portfolio.Design/methodology/approachDuring 2004, all six credit modules at the University of Teesside had to be reviewed and restructured into ten credit modules. Following Biggs' principles of constructive alignment, the tutors looked at the existing module aims and learning outcomes. A review of the literature and previous experience informed the selection of the new assessment method by portfolio. An evaluation of the assessment method was undertaken after the module had run.FindingsThe paper finds that the assessment method had real strengths especially in terms of validity. It was also economical and efficient. Students knew what they were expected to do and where they needed to put in effort.Research limitations/implicationsThe assessment by a portfolio method has been carried out once with a relatively small cohort of students, so the findings can only be regarded as interim.Practical implicationsThe tutors believe that they have created a very useful module with an aligned assessment method which would be of benefit to a much greater number of studentsOriginality/valueThere is a shortage of publications that report the results of the use of portfolios for the assessment of information literacy.

scholarly journals Delivering Information Literacy via Facebook: Here Comes the Spinach!

2019 ◽  
Vol 14 (2) ◽  
pp. 33-50
Author(s):  
A. F. Tyson ◽  
Anton Angelo ◽  
Brian McElwaine ◽  
Kiera Tauro
Keyword(s):  
Student Engagement ◽  
Student Success ◽  
Information Literacy ◽  
Academic Libraries ◽  
Undergraduate Student ◽  
Additional Method ◽  
Targeted Interventions ◽  
Student Clubs ◽  
The University ◽  
Library Marketing

Abstract Objective – Information literacy (IL) skills are critical to undergraduate student success and yet not all students receive equal amounts of curriculum-integrated IL instruction. This study investigated whether Facebook could be employed by libraries as an additional method of delivering IL content to students. To test whether students would engage with IL content provided via a library Facebook page, this study compared the engagement (measured by Facebook’s reach and engagement metrics) with IL content to the library’s normal marketing content.  Methods – We ran a two-part intervention using the University of Canterbury Library’s Facebook page. We created content to help students find, interpret, and reference resources, and measured their reception using Facebook’s metrics. Our first intervention focused on specific courses and mentioned courses by name through hashtagging, while our second intervention targeted peak assessment times during the semester. Statistics on each post’s reach and engagement were collected from Facebook’s analytics. Results – Students chose to engage with posts on the library Facebook page that contain IL content more than the normal library marketing-related content. Including course-specific identifiers (hashtags) and tagging student clubs and societies in the post further increased engagement. Reach was increased when student clubs and societies shared our content with their followers.  Conclusion – This intervention found that students engaged more with IL content than with general library posts on Facebook. Course-targeted interventions were more successful in engaging students than generic IL content, with timeliness, specificity, and community being important factors in building student engagement. This demonstrates that academic libraries can use Facebook for more than just promotional purposes and offers a potential new channel for delivering IL content.

scholarly journals Mapping library values and student learning outcomes

2018 ◽  
Vol 12 (1) ◽  
pp. 109 ◽  
Author(s):  
Dale Larsen ◽  
Shane Wallace ◽  
Lis Pankl
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Academic Staff ◽  
Collaborative Work ◽  
Teaching Philosophies ◽  
University Of Utah ◽  
Teaching Standards ◽  
The Matrix ◽  
The University ◽  
Work Done

The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).

scholarly journals Scaffolding Self-direction with the ACRL Framework: A Reflection-Based Approach

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Andrea Cameron
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Personal Development ◽  
Research Mission ◽  
Concordia University ◽  
Challenges And Opportunities ◽  
Big Picture ◽  
The Relationship ◽  
Do So

This case study reports on the information literacy component of a pilot first-yearexperience course, U1X, at Concordia University. Based on the ACRL Framework for Information Literacy for Higher Education, the information literacy component of U1X was designed to encourage self-direction. Through exploring the university’s larger research mission, the module aimed to shift the emphasis from “how to do research correctly” to viewing research as a personal endeavour in which the researcher cultivates the skills necessary to make a meaningful contribution. It encouraged students to reflect on what they could contribute and the skills they would need to do so. The design of this module aligned with the U1X syllabus, which included as learning outcomes that students gain an understanding “of the University’s research mission at its highest level” and “of the relationship between research and citizenship.” The module took a similarly “big picture” approach, while also looking at students’ personal development through reflection. This paper will explore the challenges and opportunities of this approach.    

scholarly journals 6. Do I Do This In My Own Time? Using Induction Week to Maximize Student Engagement

2011 ◽  
Vol 4 ◽  
pp. 31
Author(s):  
Jane Williams
Keyword(s):  
Student Engagement ◽  
Information Literacy ◽  
Education Program ◽  
Potential Problem ◽  
Course Design ◽  
Academic Life ◽  
Student Life ◽  
New Development ◽  
New Students ◽  
The University

This study presents a project undertaken to address a potential problem in getting new students to engage with their academic life. In September 2009, a new course design was introduced into the BA (Hons) Education program at the University of Wales, Newport. The course team was keen to ensure this new development did not lead to a fragmentation of the new cohort, and wanted to develop an approach to aid the formation of a group identity early on. They decided to introduce a non-assessed group activity during induction week: the new cohort was given the task of creating a video guide to information literacy within the first four weeks of the course. The project resulted in the creation of video guides, and demonstrated that students engaged in a focused manner with a range of services and developed a level of awareness and familiarity to support them during their student life.

scholarly journals Reflection for learning: understanding the value of reflective writing for information literacy development

2012 ◽  
Vol 6 (2) ◽  
pp. 110 ◽  
Author(s):  
Pamela McKinney ◽  
Barbara A Sen
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Business Intelligence ◽  
Literacy Development ◽  
Teaching And Learning ◽  
Reflective Writing ◽  
Writing Assessments ◽  
The University

Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy (IL) education, particular in higher education (HE). Writing reflectively can help students to understand their own IL development and engage in deeper learning. Students on an undergraduate business intelligence module at the University of Sheffield completed a piece of reflective writing about their IL development as part of the assessed work for the module. This writing was mapped against a model of reflection and a model of IL to understand the depth and spread of reflection offered by these students. The results showed that students had chosen to reflect in some but not all areas of IL, and the depth of reflection was variable. However, the aspects of IL where students were reflective illustrated that the learning outcomes of the module had been met. Mapping reflective statements against models of reflection was found to aid in the analysis and assessment of the reflective writing. The analysis undertaken by the researchers supported their own reflective practice as scholars of teaching and learning.

scholarly journals Developing an assessment plan for information literacy learning outcomes: Process and planning

2021 ◽  
Vol 82 (1) ◽  
pp. 32
Author(s):  
Lyda Fontes McCartin ◽  
Brianne Markowski ◽  
Stephanie Evers
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Literacy Learning ◽  
Student Learning Outcomes ◽  
Honors Program ◽  
Northern Colorado ◽  
Level Information ◽  
University Of Northern Colorado ◽  
The University

The introduction of the ACRL Framework for Information Literacy for Higher Education provided an opportunity for libraries to revisit student learning and instruction practices. At the University of Northern Colorado Libraries, we embarked on a process of revising our shared student learning outcomes (SLOs) for all 100-level information literacy credit courses. The credit courses, taught by librarians, are offered in conjunction with programs on campus, like the Honors program and Center for Human Enrichment, or as a major requirement for Criminal Justice, History or Audiology and Speech Language majors.

scholarly journals Mapping library values and student learning outcomes

2018 ◽  
Vol 12 (1) ◽  
pp. 109
Author(s):  
Dale Larsen ◽  
Shane Wallace ◽  
Lis Pankl
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Academic Staff ◽  
Collaborative Work ◽  
Teaching Philosophies ◽  
University Of Utah ◽  
Teaching Standards ◽  
The Matrix ◽  
The University ◽  
Work Done

The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).

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