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Going Beyond Anecdotes: AssessingStudent Learning During Reference          Transactions          Bonnie Swoger           ...
What does this tell us?   Not much
• Student enrollment• Student learning  outcomes• Student  engagement• Student success• Graduation Rate• Retention/Efficie...
1. Student                          enrollment                       2. Student learning                          outcomes...
A small step…
Response rate                               20.08%300250                  20.36%200150                                    ...
Responses by CourseSpecial Education           Spanish            Physics   Management      Humanities       Geography    ...
Responses by Major             Undecided                  Physics                    Math                 Literacy    Grad...
• Evaluation of sources (General)               • Mechanics of Searching (General)    – Types of scholarly articles (to in...
What did you learn?         Choosing appropriate databases                          Journal Articles                      ...
IExtremelyfind my information  now will helpful. ImmenselyHow to research news articlesmuchother countries. Huge help. hel...
Special thanks to the librarianI The librarian a very patient  worked with showed me plenty  for her excellent advise [sic...
Aligning the data?
Closing the loopEstablish             Gather learning            evidenceoutcomesImplement   Interpret  change    evidence
Going Beyond Anecdotes: Assessing Student Learning During Reference Transactions
Going Beyond Anecdotes: Assessing Student Learning During Reference Transactions
Going Beyond Anecdotes: Assessing Student Learning During Reference Transactions
Going Beyond Anecdotes: Assessing Student Learning During Reference Transactions
Going Beyond Anecdotes: Assessing Student Learning During Reference Transactions
Going Beyond Anecdotes: Assessing Student Learning During Reference Transactions
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Going Beyond Anecdotes: Assessing Student Learning During Reference Transactions

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By Bonnie Swoger and Kim Hoffman
At SUNY Geneseo, we wanted to know what students learned during reference transactions, beyond counts of reference questions or user satisfaction surveys. Building on library instruction assessment techniques, students answered a survey after each reference transaction that simply asked “What did you learn today from your meeting with the librarian?”

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Going Beyond Anecdotes: Assessing Student Learning During Reference Transactions

  1. 1. Going Beyond Anecdotes: AssessingStudent Learning During Reference Transactions Bonnie Swoger Kim Hoffman SUNYLA 2012
  2. 2. What does this tell us? Not much
  3. 3. • Student enrollment• Student learning outcomes• Student engagement• Student success• Graduation Rate• Retention/Efficienci es (getting students through faster)• Faculty teaching• External funding• Faculty research
  4. 4. 1. Student enrollment 2. Student learning outcomes 3. StudentIn which of these engagementareas does reference 4. Student success 5. Graduation Rateservices have the 6. Retention/Efficienmost impact? cies (getting students through faster) 7. Faculty teaching 8. External funding 9. Faculty research
  5. 5. A small step…
  6. 6. Response rate 20.08%300250 20.36%200150 Survey Responses Total questions 19.44%10050 0 Walk-in Scheduled Total Appointments
  7. 7. Responses by CourseSpecial Education Spanish Physics Management Humanities Geography Biology Music French Education Communication Sociology Psychology Political Science English Anthropology History 0 2 4 6 8 10 12 14
  8. 8. Responses by Major Undecided Physics Math Literacy Graduate Students French Education Economics Chemistry Biochemistry Special Education Spanish Psychology Communication BiologyInternational Relations Business Political Science Anthropology English History 0 1 2 3 4 5 6 7 8 9
  9. 9. • Evaluation of sources (General) • Mechanics of Searching (General) – Types of scholarly articles (to include – Boolean and truncation different types of research studies – – Synonyms (brainstorming) qualitative/quantitative) – Subject heading vs. keywords – Peer review/Scholarly v. Popular – Narrower and broader search – Evaluating websites – Limiting results (i.e. date-sensitive, in a – Reading level foreign language) – Choosing appropriate databases• Finding Specific Material Type – Choosing/narrowing a research topic (General) – Citation tracking – Books – Teaching a specific database [Name – Government Docs database in notes] – Journal Articles – News Articles • Citing Information (General) – Company/Business Info – Citation Style – Primary sources (historical) – Plagiarism/Paraphrasing – Data – Maps • Other (General) – Finding (physically) a particular item• Presenting information (General)
  10. 10. What did you learn? Choosing appropriate databases Journal Articles Other (General) Teaching a specific database Mechanics of Searching (General) Boolean and truncation Narrower and broader search Citation tracking Primary sources (historical) Books Evaluation of Sources (General) Collaborative Tools (Google Docs) Citation Style Synonyms (brainstorming) News ArticlesFinding Specific Material Types (General) 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00%
  11. 11. IExtremelyfind my information now will helpful. ImmenselyHow to research news articlesmuchother countries. Huge help. helpful. Very helpful.from more quickly.
  12. 12. Special thanks to the librarianI The librarian a very patient worked with showed me plenty for her excellent advise [sic] &librarian who appears to befor my of useful resources online very patience assisting me in myprofessional and well-experienced sociology project. Very helpful search. Extremely helpful. Thankat what she does and informative. you.
  13. 13. Aligning the data?
  14. 14. Closing the loopEstablish Gather learning evidenceoutcomesImplement Interpret change evidence

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