Triangulation in the Assessment of One-shot Information Literacy Classes
Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
Higher Education
Location
Room 1005
Proposal
Information literacy (IL) classes are offered at a large number of universities and colleges. Across institutions, these classes share the common goal of helping attendees become lifelong learners. However, the value and the optimal design of an effective IL program have long been debated. Because one-shot IL classes are usually forty-five to ninety minutes long, librarians lack ample time to implement an assessment of the efficacy of an IL session. At San Jose State University, the presenter has implemented a triangulated assessment method for IL sessions that involves administering a 3-minute learning outcomes survey. The method engages all stakeholders (students, librarians, and course instructors) in providing constructive evaluation of an IL session.
In this session, the presenter will introduce this triangulated assessment method. The presenter will discuss how to create measurable learning objectives, design a student learning outcomes survey for formative assessment, and work collaboratively with the course instructor to obtain a summative assessment. This method of assessment has helped San Jose State University librarians learn how to improve their IL sessions, and has demonstrated the value of such sessions to the teaching faculty.
Presentation Description
Information literacy (IL) classes are offered at a large number of universities and colleges. It has been a struggle measuring efficacy of one-shot IL classes, given they are only forty-five to ninety minutes long. In this session, the presenter will share a triangulated assessment method for such IL sessions that has helped librarians recognize areas for improvement and demonstrate the value to course instructors. The method engages all stakeholders (students, librarians, and course instructors) in the evaluation of IL sessions.
Keywords
assessment, information literacy, one-shot classes, efficacy, triangulation, library instruction, instruction
Publication Type and Release Option
Event
Recommended Citation
Megwalu, Anamika, "Triangulation in the Assessment of One-shot Information Literacy Classes" (2018). Georgia International Conference on Information Literacy. 111.
https://digitalcommons.georgiasouthern.edu/gaintlit/2018/2018/111
Triangulation in the Assessment of One-shot Information Literacy Classes
Room 1005
Information literacy (IL) classes are offered at a large number of universities and colleges. Across institutions, these classes share the common goal of helping attendees become lifelong learners. However, the value and the optimal design of an effective IL program have long been debated. Because one-shot IL classes are usually forty-five to ninety minutes long, librarians lack ample time to implement an assessment of the efficacy of an IL session. At San Jose State University, the presenter has implemented a triangulated assessment method for IL sessions that involves administering a 3-minute learning outcomes survey. The method engages all stakeholders (students, librarians, and course instructors) in providing constructive evaluation of an IL session.
In this session, the presenter will introduce this triangulated assessment method. The presenter will discuss how to create measurable learning objectives, design a student learning outcomes survey for formative assessment, and work collaboratively with the course instructor to obtain a summative assessment. This method of assessment has helped San Jose State University librarians learn how to improve their IL sessions, and has demonstrated the value of such sessions to the teaching faculty.
