Type of Presentation
Individual paper/presentation
Conference Strand
Assessment
Target Audience
Higher Education
Second Target Audience
K-12
Location
Session 1 Papers
Relevance
The proposal addresses the assessment of asynchronous instructional efforts relating to information literacy in graduate programs.
Abstract
For the past five years, librarians at Georgetown’s (GU) School of Continuing Studies (SCS) Library have supplemented their synchronous instructional offerings with in-house video tutorials to cater to the School’s growing online and hybrid student population and to scale up information literacy efforts. The pandemic has accelerated this trend, with the SCS librarians increasingly moving away from viewing their video tutorials as primarily stand-alone digital learning objects and conceiving of them rather as a part of carefully planned out LMS-embedded, discipline-specific modules addressing high-stakes information literacy concepts. This presentation focuses on the effort to systematically assess the perceived quality and impact of these modules with an IRB-approved Qualtrics mixed methods survey.
More specifically, the Qualtrics survey, designed by SCS librarians in collaboration with the GU Library Assessment, consisted of 16 quantitative and qualitative questions aimed at determining how SCS students engage with the SCS Library asynchronous learning modules, what competencies they perceive to be building through them, and their overall satisfaction with the modules. We discuss the process of developing the survey as well as distributing it to students in four specific SCS master-level classes over the course of three semesters, with modifications made to the distribution method after the second semester due to low response rates. Our findings generally affirm the effectiveness of using embedded, course-tailored modules as the primary form of instruction, and from these results we have drafted an action plan for further increasing the instructional impact of the modules as a learning tool among students.
Presentation Description
To adequately serve Georgetown’s School of Continuing Studies’ growing online and hybrid student population, the SCS Library has focused on developing LMS-embedded, discipline-specific video tutorial modules addressing high-stakes information literacy concepts. This presentation discusses the effort to systematically assess the perceived quality and impact of these modules through an IRB-approved Qualtrics mixed methods survey. The process of informed survey design, distribution, collected data analysis, and results impact on future library asynchronous module planning are all covered.
Keywords
academic libraries, information literacy instruction, hybrid instruction, asynchronous learning, video tutorials, asynchronous instruction assessment, mixed methods assessment, survey design, survey analysis
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Khailova, Ladislava; Guhde, Emily; and Bernstein, Matthew, "Systematically Assessing LMS-Embedded Asynchronous Information Literacy Modules for Perceived Impact and Quality at Georgetown’s School of Continuing Studies Library" (2022). Georgia International Conference on Information Literacy. 7.
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/7
Systematically Assessing LMS-Embedded Asynchronous Information Literacy Modules for Perceived Impact and Quality at Georgetown’s School of Continuing Studies Library
Session 1 Papers
For the past five years, librarians at Georgetown’s (GU) School of Continuing Studies (SCS) Library have supplemented their synchronous instructional offerings with in-house video tutorials to cater to the School’s growing online and hybrid student population and to scale up information literacy efforts. The pandemic has accelerated this trend, with the SCS librarians increasingly moving away from viewing their video tutorials as primarily stand-alone digital learning objects and conceiving of them rather as a part of carefully planned out LMS-embedded, discipline-specific modules addressing high-stakes information literacy concepts. This presentation focuses on the effort to systematically assess the perceived quality and impact of these modules with an IRB-approved Qualtrics mixed methods survey.
More specifically, the Qualtrics survey, designed by SCS librarians in collaboration with the GU Library Assessment, consisted of 16 quantitative and qualitative questions aimed at determining how SCS students engage with the SCS Library asynchronous learning modules, what competencies they perceive to be building through them, and their overall satisfaction with the modules. We discuss the process of developing the survey as well as distributing it to students in four specific SCS master-level classes over the course of three semesters, with modifications made to the distribution method after the second semester due to low response rates. Our findings generally affirm the effectiveness of using embedded, course-tailored modules as the primary form of instruction, and from these results we have drafted an action plan for further increasing the instructional impact of the modules as a learning tool among students.
