The Collaborating Librarian:<br />Partnering Across Campus to Assist Assessment Efforts<br />ACRL Poster Session -- 2011<br />Beth L. Mark<br />Beth M. Transue<br />Messiah College<br />Grantham, PA<br />Background:<br />We became collaborating librarians and campus stakeholders through initiating projects that simultaneously assisted assessment efforts across our campus (2800 FTE undergraduates). We cultivated partnerships, coordinated the projects, and presented the results to our partners: the Provost, Academic Policy Committee, schools, and academic departments.<br />Previous Assessment Efforts<br />
Library competency test for first year students (administered yearly following library instruction sessions in First Year Seminar classes). Collaboration partners: First Year Seminar faculty and with General Education Committee.
Assessment of First Year Seminar papers (content and bibliographies). Collaboration partners: General Education Committee.
Assessment of honors and other departmental papers (bibliographies). Collaboration partners academic departments.
Will use data to demonstrate use (or not) of library resources for class assignments
Will provide liaison librarians with a good picture of what their department faculty are assigning – possible opportunity for discussion of information literacy and collection development
Will continue to be invited to the table as a campus stakeholder
Becoming a Stakeholder – A Snapshot<br /> “[The Provost] was quite taken with your preliminary report. Is it alright with you if he shows it to others? He would also like to invite the two of you to present at a future Academic Council meeting. … Messiah’s syllabus policy will be on the agenda this spring and he thinks your work is highly relevant to that discussion.”<br />Appendix<br />Library Assignment Collection Project Checklist – History<br />NOTE: You may submit an assignment description that you have already created OR complete one of these checklists each assignment which calls for use of library resources, either within the library or remotely (e.g., use of Library databases, etc.)<br />Course name ____________________________________ Course number_______Assignment name ________________________________ [e.g., paper on .....]Project type: __ paper <br />__ speech <br />__ multi-media presentation <br />__ other (please describe):_____________________________________<br />Do you require books? Yes___ No___ Number of books required (if specified)___ Do you require journal articles? Yes___ No___ Number of articles (if specified) ___ <br />Are websites allowed as a resource? Yes___ No___<br />Other resource required? Please specify _______________________________________<br />Approx. total number of sources expected/required____ If a paper, approx. number of pages expected/required ____<br />If a bibliography, approx. how many items? ____Specific databases required/recommended? Yes__ No__<br />If yes, which databases?___ Access Newspaper Archive<br />___ America: History & Life<br />___ Asia Studies Humanities<br />___ Asia Studies Full-Text Online <br />___ Early American Imprints (Evans)<br />___ Early American Imprints (Shaw-Shoemaker)<br />___ Early American Newspapers<br />___ History Reference Center<br />___ Historic Documents<br />___ Historical Abstracts<br />___ JSTOR<br />___ WorldCat (books)<br />___ Other: ____________________________ <br />Other comments __________________________________________________________<br />Contact information<br />Beth L. Mark, Instruction Coordinator, email@example.com<br />Beth M. Transue, Collection Development Coordinator, firstname.lastname@example.org<br />