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

Autor/inn/en	Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.
Titel	Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance
Quelle	In: College & Research Libraries, 76 (2015) 5, S.623-651 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0870
DOI	10.5860/crl.76.5.623
Schlagwörter	First Year Seminars; Research Reports; Student Research; Librarians; Information Literacy; Student Writing Models; Library Role; Academic Libraries; Mixed Methods Research; Library Instruction; Librarian Teacher Cooperation; Scoring Rubrics; Instructional Effectiveness; Teacher Attitudes; Student Attitudes; Correlation; Program Effectiveness; Program Evaluation; Library Services; California + Suchen Sie Ihr Suchwort? Research report; Forschungsbericht; Studentenforschung; Librarian; Bibliothekar; Bibliothekarin; Informationskompetenz; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bibliotheksverzeichnis; Scoring formulas; Auswertungsbogen; Unterrichtserfolg; Lehrerverhalten; Schülerverhalten; Korrelation; Programme evaluation; Programmevaluation; Bibliotheksarbeit; Kalifornien
Abstract	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. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01