Presentation made by Lorna Dodd, User Services Manager, University College Dublin Library, at ANLTC Seminar "Library Impact and Assessment", held on Tuesday, 7th May 2013 at Trinity College Dublin Library.
Using results: Benchmarking activities, Improving services, Justifying resources used for services, Campaigning for increased funding.
Seeking information on modules Two parts: 1. Evaluating information skills delivery to date. 2. Identifying what would be useful in the future Survey Monkey: 11 questions; Mainly quantitative; MCQs; Measurement/ranking questions Introduction: Level of module – undergraduate/taught postgraduate If there has been Library instruction Part 1: Kind of instruction Impact of instruction on students’ abilities Part 2: Should all students have library instruction When should library instruction happen? Which services should be developed Free Question
Approx. 700 module coordinators Only possible to target academic staff Not all module coordinators are academic staff and not all academic staff are module coordinators Targeting email – approx 1,900 College Liaison Librarian contacts Three weeks
Tours good for using better & broader range resources of improved ability at finding information Significant proportion feel tours are not good for citing and plagiarism awareness Disagreement regarding students being better at everything Feel Taught postgrads get more out of tour in all aspects Significant difference to UGs is that no disagreement in all aspects except plagiarism
Similar to tours at good: Lectures good for better & broader range of resources & improved ability at finding information Less disagree that students more aware of citing & plagiarism Disagreement regarding students being better at everything
Significantly better in all aspects Most noticeable is that very few disagree with any Stage 2 significantly more positive
Bespoke sessions – mostly T.PGs (EndNote, PBL, special collections) Specifically tailored – much better at achieving all categories
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In line with our new strategy Online options Constructive comments & suggestions on current and future services Complimenting services to date Comments on the survey 5 respondents made comments inline with our new strategy Programme Approach Reusable Learning object and Online tools 6 respondents made comments about proposed future instruction 12 respondents made comments about current services and changes
Benefit of current services. Fear of loosing these services Over half (28) complimented current strategy Campaigning’ for traditional service Acknowledging individuals Recognising value of information literacy to students
Large University with no single strategy forthe development of InformationLiteracyDeliver a heavy load of information skills,driven by individualsSometimes we evaluate but we rarely measure.with no clear indication in meeting learningoutcomesLooking back
Looking ForwardNew Library Strategic Plan 2010-2014 aims to“monitor, measure and evaluate the Library’s teaching and learningstrategy and activities.” (UCD Library, 2010)As a result there has been a realignmentof staffing structure.We have shifted from module to programmeapproachAnd from a responsive to consultative roleA key goal is to measure our impact on studentlearning
Focus on process &outputsLimitations of traditionalapproach in measuringsuccessImportant to use results ofany study which measuresthe impact of LibraryServiceFocus on Library use ratherthan instructionCommon tools includesurveys, behaviouralobservation and pre/posttestsLiterature Review
ChallengesData protection rulesMeasuring long-term impactIt takes time to measure impact of LibraryInstruction
Promote new serviceIdentify what has been successfulGather feedback from those notengagedIdentify useful methods goingforwardMeasuring impact retrospectivelyPerceived impact is subjectiveExternal factors influence skillsdevelopmentOpt for the familiar
“…create materials that are reusable and forany student, regardless of level.Just because a student moves up a leveldoesnt mean theyve acquired all of thelearning they should have”“…really good online videomaterials, availableon demand is the wayto go”.
Impact ofInstructionDefinite benefitin LibraryinstructionStrongerevidence indiscovery anduse of resources
Active learningtailored to specificsubject needsTours perceived asineffectivePreferred deliveryof instruction
Asked to identify howeffective instruction wasat improving students’information literacyskills.When they requestinstruction, do theyusually consider this?Questions
More QuestionsDid respondents choose workshopenvironment over online version due tofamiliarity?Then why did those who had noinstruction choose workshop?If delivering workshops on this scale isunsustainable,What can we do ensure effectiveness?What work do we need to do in termsof marketing?
We have a shared understanding……how do we move forward?ConclusionLorna.email@example.com@LornaDodd
Blagden, P. (2005) ‘The LIRG/SCONUL Measuring Impact Initiative: Overview of phase 1impact projects’, Library & Information Research (LIR) vol. 29 (91)Dodd, L. & Kendlin, V. (2010) ‘Damned if we do and Damned if we don’t: How to addresssustainability in the delivery of information literacy components in UCD’: LibrariansInformation Literacy Annual Conference (LILAC), March 29-31, Limerick, Ireland.Markless, S & Streatfield D. (2006) ‘Gathering and applying evidence of the impact of UKuniversity libraries on student learning and research: A facilitated action researchapproach’, Journal of Information Management vol. 26 pp. 3-15Poll, R & Payne, P. (2006) ‘Impact measures for libraries and information services’,Library Hi Tech vol. 24 (4) pp. 547-562Schilling, K. & Applegate, R. (2012) ‘Best methods for evaluating education impact: acomparison of the efficacy of commonly used measures in library instruction’, Journalof the Medical Library Association, vol. 100 (4) pp. 258-269Stone, G. et al (2011) ‘Does Library use affect student attainment? A preliminary reporton the library impact data project’ Liber Quarterly vo. 21(1) pp. 5-22UCD Library (2010) ‘UCD Library Strategic Plan 2010-2014’http://www.ucd.ie/library/news_publicity/showcase_strategy/Lorna Dodd: ANLTC 2013References
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