Kristina De Voe | Temple University Libraries | Philadelphia, PA
Wordle art by Palm Beach Community College Library. Available at http://palmbeachstate.libguides.com/seflin2009
but do they impact student work? and what about student learning?
Identify a course with many sections and a research component
Provide instruction sessions
Create, distribute & collect surveys
Get some answers (hopefully)
Photo by weirdeout. Available via flickr at http://www.flickr.com/photos/weirdedout/2406590192/
Identify at least 10 relevant sources
must be varied and reflect multiple positions
Include in the annotations:
an explanation of why you chose the source
a brief summary of the source
a brief description of how you found the source
a summary of the relevant information
Exposed to the Guide
Not Exposed to the Guide
Fall 2009 Spring 2010 Fall 2009 Spring 2010
Able to critically evaluate retrieved sources and determine if the information meets the need of the research problem (ACRL Standard 2)
Able to organize, integrate, and communicate information from a variety of sources to create an annotated bibliography (ACRL Standard 4)
data collection Fall 2009
Experimental Control Total Return Rate Surveys Returned 83 148 231 62.7% Bibliographies Submitted 15 24 39 10.6%
annotated bibliography collection and evaluation
Beginning (1 point) Developing (2 points) Competent (3 points) Excellent (4 points) Search Tools Used Types of Sources Currency of Sources Authority of Sources Summarization of Source Content Evaluation of Source Relevance Bibliographic Format
how did students perform?
Not a significant difference…?!
Huh?! Wait a minute…
I did?! Really?!
where would students like to find guides?
in the spaces where they already are
back to that assignment
control group relied more heavily on faculty and librarian expertise
what helped make the assignment easier? (librarian visit vs. guide)
Librarian Visit Control ~80% agreed or strongly agreed Experimental ~68% agreed or strongly agreed
Guide Control ~75% agreed or strongly agreed Experimental ~69% agreed or strongly agreed
* * *
how do students want to get help?
what we learned
… about ourselves
Too concerned over naming guides
Our rubrics must be more aligned to our faculty’s assignments
F2F still matters
… about the students
Students will use LibGuides when recommended by librarians or faculty
Students indicate that they find LibGuides help them succeed on assignments
Students appear to struggle with source selection and evaluation
How can we use LibGuides to address this?
the distant future
Assess Spring 2010 sample and compare
Fewer sections, more control
Required bibliography submission
Examine students’ use of sources more
Attempt with distance ed. courses to remove f2f element
Usability studies of guides
How do we make them more useful?
email: firstname.lastname@example.org slides & data will be avail at: guides.temple.edu/assessLibGuides