Answering How and Why Questions of Library Impact on Undergraduate Student Learning


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These slides accompany a paper presented at ACRL 2013. In this paper I propose three criteria for selecting library impact research methods including creating credible connections between library use and student learning outcomes, getting behind the numbers to answer how and why questions of library impact, and working at scale. Examples illustrating these criteria are drawn from recent projects using the Understanding Library Impacts protocol.

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Answering How and Why Questions of Library Impact on Undergraduate Student Learning

  1. 1. ANSWERING HOW AND WHYQUESTIONS OF LIBRARY IMPACTACRL 2013 -- INDIANAPOLIS, INDIANA--APRIL 13, 2013CONTRIBUTEDPAPER 29ADerek Rodriguez, MSLS, Ph.D.PI, The Understanding Library Impacts ProjectDRC Research© Derek Rodriguez, 2013, All Rights Reserved
  2. 2. Studentuse ofthe librarySupportsstudentlearningProblem definition?Communicatelibrary impactto stakeholders
  3. 3. Studentuse ofthe libraryDiscoveryResourcesServicesFacilitiesSupportsattainingSLOsdefinedandassessedby facultyCommunicatedto stakeholdersusingrecognizedframeworks(Tuning andVALUE)Understanding Library Impacts protocolLearning activities crosswalkCritical incidentquestionnaire?Duringhigh-impactlearningactivitiesin theacademicmajor
  4. 4. Library assessment tools shouldCreate credible connectionsAnswer how and why questionsof library impactWork at scale
  5. 5. Create credible connectionsCredible (adj.)1. Able to be believed in, justifyingconfidence; convincingly honest…(Oxford English Dictionary, 2013
  6. 6. “what faculty intend for students to think, know, or doas a result of their education” (Nichols & Nichols, 2005)Student learning outcomes (SLOs)Image by Horia Varlanexpected abilities vary by discipline and levelImage by Duke Yearlook
  7. 7. CapstoneSeminarsGatewaycourseLibrary & information useChoosing levels of analysisDeveloping Practicing Demonstrating SLOsUndergraduate major curriculum
  8. 8. Answer how and why questionsof library impact?
  9. 9. Critical Incident Technique (CIT)“Please think back to a time when …”- Questions- ProbesCIT is widely used in LIS researchTenopir, King, Marshall, Radford,Durrance & Fisher, Urquhart,Zach, Choo and many others“I thought it was a greatexperience to hold a bookfrom the 19th century.”
  10. 10. ULIDatabaseHistoryCapstoneULI questionnaireLibrary use,by learningactivityHelpsProblemsChallengesAnxiety &confidenceDeveloping Practicing Demonstrating SLOsUndergraduate major curriculumCritical Incident Technique (CIT)
  11. 11. Learning objectives“… My professor wanted us towork with many sources learninghow to decide which ones are thebest to put towards our paper.She also wanted us to learn howto become better writers.”Student C-12 is a history major and a 5thyear senior completing her capstone projectShe used 24 types of library resources,services, and facilities/equipmentOne student’s experienceSLOs- employs sourcesappropriate to thethesis- presents a well-organized argument inwritten formImage courtesy of
  12. 12. Student C-12s most important library uses & challenge by learning activitygettingstartedchoosinga topicdevelopingthesisgatheringevidencefindingsecondarysourcesciting writing preparingpresentatione-journalsbooks I checked out from the libraryresearch consultationcomputers in the librarychallenge challengeHer Challenge“Narrowing down my topic as much as the teacher wanted. Iwas concerned that I was not going to be able to findenough information and write such a big paper on a narrowtopic.”
  13. 13. How she overcame her challenge“[I] did a [research consultation] session and workedwith a librarian to find many more sources throughdifferent databases and journals.”ConfidenceImage courtesy ofFairfield University
  14. 14. Working at scaleImage by flickr user slaunger
  15. 15. CapstonequestionnaireSeminarquestionnaireGatewayquestionnaireid id idULI DatabaseWorking at scaleDeveloping Practicing Demonstrating SLOsUndergraduate major curriculumEncryption
  16. 16. institutionaldatasetsdepartmentalrubric scorespedagogicalinfluencesidretention &attainmentWorking at scale“These resources werevery easy to use, butwithout meeting withlibrary staff, I would havenever known they werethere …” (E-14, fall 2011)ULI DatabasedemographicsCLA or CAAPscoresidstudent learningoutcomesframeworks
  17. 17. Create credible connectionsAnswer how and why questionsof library impactWork at scaleDerek Rodriguez, MSLS, Ph.D.DRC Research