Presented at LILAC 2015

1. Mapping
and
Evaluating
Library
Instruction
Using
Syllabi
FINDING THE GAP
Erin Alcock
Science Research Liaison
Kathryn Rose
Humanities Research Liaison
Memorial University of Newfoundland

2. Assessment
and
Evaluation
PROJECT: ASSESSING LIBRARY
INSTRUCTION PROGRAM

3. History
• Assumed to be one of
the more successful LI
programs
• Course of study
regularly draws on
library resources
• 19 faculty, 183 of
students (declared
majors)
• 150 session in the past
five years.
Chemistry
• Some buy in from a
small number of faculty
members
• Inconsistent
understanding on usage
of library resources
• 30 faculty members, 55
students (declared
majors)
• fewer than 10 LI
sessions since 2008
WHAT ARE WE ANALYZING

4. Literature Review
•Boss and Drabinski (2013)
WHERE DID WE START?
“Analysis of syllabi
can deliver data and
provide a clearer
understanding of
curriculum
integration” (352)
Collecting course
syllabi, as a means
to evaluate a library
instruction program,
as a part of
becoming a more
responsive library
Rambler (1982)

5. •Independent Research
•Independent use of library resources
•Learning outcomes related to critical
thinking?
•Cumulative project?
•Academic Integrity Issues?
Our Starting Point – Boss and Drabinski

6. •ACRL Framework
•What questions ask about the library’s role
in supporting these objectives?
Catering to our Experience
Information literacy is the set of integrated
abilities encompassing the reflective
discovery of information, the
understanding of how information is
produced and valued, and the use of
information in creating new knowledge and
participating ethically in communities of
learning. (2015)

7. Does the syllabus require the student to conduct independent research?
Does the syllabus require the student to independently use library
resources?
Does the syllabus state learning outcomes related to critical thinking?
Does the syllabus include a cumulative project requiring students to
integrate multiple viewpoints or resources from across the course?
Does the syllabus address academic integrity issues (e.g., plagiarism,
intellectual property, the importance of correct citation)?
Is the library mentioned at all?
Is there a scheduled library instruction session?
Is there a Library Assignment?
Is there evidence that the instructor is taking on LI type instruction?
OUR QUESTIONS?

8. WHAT DID WE FIND?

9. Syllabi that required:
Independent Research?
Independent use of library resources?
Learning outcomes related to critical thinking?
a Cumulative project?
Syllabi that included:
Academic Integrity Issues?
A Library mention?
A Scheduled Library Session?
A Library Assignment
Instructor taking on LI type instruction?
CHEMISTRY

10. Independent research with cumulative project
Only 1 – no library session, but a library mention
Independent library research and library mention
Half the courses that suggest library research don’t mention the library
Critical thinking and the library
3 of 5 courses that mention critical thinking make no mention of the library
Independent research critical thinking
4 of 5 that indicate critical thinking make no mention of the library
Critical thinking and instructor provide library instruction
3 of 5 courses suggest critical thinking is just a part of the course with no
obvious source of LI
Cross Comparisons - Chemistry

11. Syllabi that required:
Independent Research?
Independent use of library resources?
State learning outcomes related to critical thinking?
Cumulative project?
Syllabi that included:
Academic Integrity Issues?
Library mention?
Scheduled Library Session?
Library Assignment
Instructor taking on LI type instruction?
HISTORY

12. Independent research AND library mentions?
Independent research and library session?
What about those with cumulative course projects?
25% mention the library
20% have a LI session
Cross Comparisons - History

13. History By Year
0
10
20
30
40
50
60
70
80
90
First
Year
Second
Year
Third
Year
Fourth
Year
Library Mentions in Syllabi by
Percentage

14. Conclusions

15. •History
▪First year history courses – successful
▪Inflating the success of the overall LI in the history
courses
▪High statistics don’t mean success
▪Assumption that students only need 1 visit to the library
for a four year degree?
•Chemistry
▪Reflects the buy-in of a few faculty members
WHAT DO WE KNOW NOW?

16. Two key areas for Assessment and Evaluation of Syllabi:
Suggestions for Future Analysis

17. Questions?