Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance

被引：33

作者：

Booth, Char ^{[1
]}

Lowe, M. Sara ^{[2
]}

Tagge, Natalie ^{[3
]}

Stone, Sean M. ^{[2
]}

机构：

[1] Claremont Coll Lib, Res Teaching & Learning Serv, Claremont, CA 91711 USA

[2] Indiana Univ Purdue Univ Indianapolis, Indianapolis, IN USA

[3] Claremont Coll Lib, Claremont, CA 91711 USA

来源：

COLLEGE & RESEARCH LIBRARIES | 2015年 / 76卷 / 05期

关键词：

INFORMATION LITERACY; INSTRUCTION; RUBRICS;

D O I：

10.5860/crl.76.5.623

中图分类号：

G25 [图书馆学、图书馆事业]; G35 [情报学、情报工作];

学科分类号：

1205 ; 120501 ;

摘要：

The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of "authentic" assessment in determining actual learning outcomes. This mixed-methods study presents findings in each area and examines their implications for effective IL course collaborations.

引用

页码：623 / 651

页数：29

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