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The Teaching Library: Approaches to Assessing Information Literacy Instruction / Edition 1

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Overview

Get the information needed to advocate for the significance of your library!

How do you make the case that your library is a valuable instruction center? The Teaching Library helps librarians assess data on information literacy instruction programs so that they can better support the teaching role of the academic library in campus settings. This practical, professional resource features case studies from across the United States and Canada—in both public and private institutions—that offer a variety of evaluation methods. Here are the latest, easy-to-adopt ways of measuring your library’s direct contribution to student learning, on-campus and off.

With a unique multifaceted approach to questions of assessment, The Teaching Library is an important resource that not only offers the latest techniques, but answers the larger question of how to make use of this data in ways that will best advocate information literacy instruction programs. From creating a multidimensional assessment to turning an initiative into a program to teaching and learning goals and beyond, this invaluable text covers many of the core issues those in this rapidly-evolving field must contend with. These contributions reinforce the importance of the learning that takes place in the classroom, in the co-curriculum, the extra-curriculum, and the surrounding community.

Some of the key topics covered in The Teaching Library are:

  • assessment practices such as 360° analysis, attitudinal, outcomes-based, and gap-measured
  • integrating the teaching library into core mission, vision, and values statements
  • presenting the message of a library’s value to internal audiences of colleagues
  • building momentum—and maintaining it
  • tying information literacy assessment to campus-wide assessment activities
  • identifying and reaching end-of-program learning outcomes
  • assessing the impact of the one-shot session on student learning
  • information literacy instruction and the credit-course model
  • promoting instruction among Library and Information Science educators
  • and many more!
The essays in The Teaching Library offer viable and practical ways for librarians to demonstrate their direct contribution to student learning in ways consistent with those accepted as valid across the campus.

An important resource for academic librarians and Information Science professionals, The Teaching Library is also a useful tool for those in the campus community concerned with developing, funding, and continuing successful library programs—professional staff such as alumni directors; faculty and educators looking to make students more successful; and researchers.

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What People Are Saying

Bonnie Gratch Lindauer
Particularly noteworthy are three chapters that describe fairly comprehensive and truly curriculum-integrated assessment plans and processes at Wartburg College, Oregon State University and University of Central Florida where the common denominators are clear articulation of the library's teaching role in its mission and vibrant partnerships with departmental faculty for instructional planning and assessment. . . . DOES A GOOD JOB of describing how some large university and small liberal arts college libraries have re-thought their instructional roles and how they have partnered with other stakeholders to use assessment to improve learning. (Bonnie Gratch Lindauer, MLS, MPA, Coordinator of Library Instructional Services, City College of San Francisco)
Patrick Ragains
Fills a critical need for quality, in-depth consideration of assessment of information literacy instruction (ILI) in higher education. . . . IT OFFERS A SMORGASBORD OF STRATEGIES designed to help librarians build support for ILI. . . . The variety of assessment techniques described encourages librarians not only to reflect upon recent experience and adjust their instructional programs accordingly, but also to present convincing data on learning outcomes to curriculum planners and administrators. This rich collection will help practicing instructional librarians and their constituents strengthen their educational programs and develop students' information literacy/fluency skills in the best manner possible. (Patrick Ragains, MA, MLS, Business and Government Information Librarian, University of Nevada, Reno)
Elizabeth Blakesley Lindsay
A VALUABLE volume for all instruction librarians. . . . Provides A SOLID MIX OF THEORY AND PRACTICAL APPLICATIONS to help instruction programs formulate or enhance their assessment activities. (Elizabeth Blakesley Lindsay, MLS, MA, Assistant Dean for Public Services and Outreach, Washington State University Libraries)
Megan Oakleaf
Novices in the assessment of information literacy instruction can benefit from the lessons learned by the contributors of this work who describe their efforts to integrate information literacy into campus curriculum and culture, use multiple assessment methods, or apply assessment results to improve instructional programs. . . . Gives insight into librarians' attempts to assess the impact of information literacy instruction using a number of tools including surveys, tests, focus groups, gap measures, research logs, and bibliographies. Perhaps most importantly, the collected works demonstrate that large or small, complex or simple, the assessment of information literacy instruction nearly always yields results that can be applied to improve the quality of academic library instructional programs. (Megan Oakleaf, PhD, MLS, Assistant Professor, School of Information Studies, Syracuse University)
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Product Details

  • ISBN-13: 9780789031495
  • Publisher: Taylor & Francis
  • Publication date: 2/28/2008
  • Edition number: 1
  • Pages: 282
  • Product dimensions: 6.00 (w) x 8.60 (h) x 0.90 (d)

Meet the Author

Scott Walter, PhD, MLS, is Associate University Librarian and Professor of Library Administration at the University of Illinois at Urbana-Champaign. A former Assistant Dean of Libraries for Information and Instructional Services at the University of Kansas, Dr. Walter has published articles in numerous journals including Information Technology & Libraries, Reference Services Review, The Reference Librarian, and Reference & User Services Quarterly. He is the co-editor of Information Literacy Instruction for Educators: Professional Knowledge for an Information Age and co-author of Instructional Improvement Programs.
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Table of Contents

  • Introduction: Telling the Story of the Teaching Library (Scott Walter)
  • Library Instruction Assessment Through 360° (Sue Samson and Merinda McLure)
  • Library Instruction Assessment in Academic Libraries (Kornelia Tancheva, Camille Andrews, and Gail Steinhart)
  • Complex Questions, Evolving Answers: Creating a Multidimensional Assessment Strategy to Build Support for the "Teaching Library" (Paula McMillen and Anne-Marie Deitering)
  • Building a Case for the Teaching Library: Using a Culture of Assessment to Reassure Converted Campus Partners While Persuading the Reluctant (Randall Schroeder and Kimberly Babcock Mashek)
  • From an Initiative to a Program: Making the Case for Information Literacy (Stephanie Sterling Brasley)
  • Assessing an Institution-Wide Information Fluency Program: Commitment, Plan, and Purposes (Penny M. Beile)
  • Course Grade as a Measure of the Effectiveness of One-Shot Information Literacy Instruction (Priscilla Coulter, Susan Clarke, and Carol Scamman)
  • Assessment Within the Augustana Model of Undergraduate, Discipline-Specific, Information Literacy Credit Courses (Nancy Goebel, Paul Neff, and Angie Mandeville)
  • Integrating Assessment into Recurring Information Literacy Instruction: A Case Study from LIS Education (Susan E. Searing)
  • Index
  • Reference Notes Included
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