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Find the gap: mapping and evaluating library instruction using syllabi - Erin Alcock & Kathryn Rose

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Presented at LILAC 2015

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Find the gap: mapping and evaluating library instruction using syllabi - Erin Alcock & Kathryn Rose

  1. 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. 2. Assessment and Evaluation PROJECT: ASSESSING LIBRARY INSTRUCTION PROGRAM
  3. 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. 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. 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. 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. 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. 8. WHAT DID WE FIND?
  9. 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. 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. 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. 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. 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. 14. Conclusions
  15. 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. 16. Two key areas for Assessment and Evaluation of Syllabi: Suggestions for Future Analysis
  17. 17. Questions?

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