This document discusses using student poster presentations as an alternative to annotated bibliographies in a library science course at Weber State University. The goals of the course are to teach students to find and evaluate information using library and web search tools. Poster presentations were implemented because they allow students to share what they've learned with classmates, better assess comprehension compared to annotated bibliographies, and improve retention. Feedback from students showed they felt they learned more from the poster presentations than other assessment methods. The document outlines the poster assignment requirements and rubric, and discusses lessons learned and ways to improve the poster presentation process.

1. JaNae Kinikin, Science Librarian, MLS
Weber State University, Utah

2.  Student poster presentations
 Alternative to annotated bibliography
 Goals:
 Learn to use library and web search tools
 Find sources to answer research questions
 Critically evaluate information found
 Share what was learned

3.  Library Science (LibS 1704)
 One‐credit general education class
 Multiple delivery methods
 Required for graduation
 Teaches library search/evaluation skills
“....[s]tudents completing this course will be able to use an
academic library and the Internet to successfully
identify, access, evaluate and use information resources
to support academic success and lifelong learning.”

4.  Many academic disciplines use posters
 Rarely used in library skills courses
 Excellent tool to assess student learning
 Significant improvement in student
comprehension and retention

5.  Difficult to assess students’ ability to find
information from annotated bibliography
 Minimal opportunity to share research
with fellow classmates
 Individual oral presentations were
ineffective

6.  Poster presentation rubric
 Assignments
 Create a focused research question
 Book
 Scholarly/popular articles
 Web sites
 Source assignment requirements
 Information about source
 Summary of source
 Statement of relevancy
 Citation

7.  Appearance (25 points)
 Research question
 Four relevant sources
 Citations
 Visuals
 Presentation (25 points)
 Research question
 Library skills

9.  Determine presentation times
 Invite library colleagues
 Create informal and non‐threatening
environment
 Interact with each student individually

10.  Graded posters not retrieved
 Lack of student engagement
 Difficult to evaluate both poster and presentation
at the same time
 Time constraints

11.  Develop final online assessment to test students’
library search skills
 Limit poster presentation’s focus to information
on research question
 Require students to summarize classmates’
presentations

12.  Recruit colleague to monitor other students
during presentation
 Explore group presentations to reduce grading
time

13.  “This class was great. I am glad that I completed
this course, I found it to be very beneficial to my
other classes.”
 “I thought I learned more by doing a poster
presentation than doing a final exam or term
paper.”
 “I loved the class and it taught me a lot!”

14.  Reinforces library skills
 Offers opportunity to share
 Provides alternative method to assess student
learning
 Creates atmosphere of greater student
engagement and discussion

15. JaNae Kinikin, Associate Professor, MLS
jkinikin@weber.edu