Degrees of impact: Analyzing the effects of progressive librarian course collaborations on student performance

College and Research Libraries

Volumn 76, Issue 5, 2015, Pages 623-651

  Booth, Char ^a   Lowe, M Sara ^b   Tagge, Natalie ^a   Stone, Sean M ^b  

^a The Claremont Colleges   (United States)

^b INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84940506563     PISSN: 00100870     EISSN: 21506701     Source Type: Journal    
DOI: 10.5860/crl.76.5.623     Document Type: Review

References (43)

1. Megan Oakleaf, The Value of Academic Libraries: A Comprehensive Research Review and Report (Chicago: Association of College and Research Libraries, 2010), available online at www.acrl.ala.org/value/?page-id=21 [accessed 30 September 2013].
2. Association of College and Research Libraries, Connect, Collaborate, and Communicate: A Report from the Value of Academic Libraries Summits, prepared by Karen Brown and Kara J. Malenfant (Chicago: Association of College and Research Libraries, 2012), 10, available online at www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/val-summit.pdf [accessed 30 September 2013];
3. Jon R. Hufford, "A Review of the Literature on Assessment in Academic and Research Libraries, 2005 to August 2011," portal: Libraries and the Academy 13, no. 1 (2013): 5-35.
4. Debra Gilchrist and Megan Oakleaf, An Essential Partner: The Librarian's Role in Student Learning Assessment (NILOA Occasional Paper No. 14) (Urbana, Ill.: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment, 2012).
5. Association of College and Research Libraries, Connect, Collaborate, and Communicate, 3;
6. Bruce Frey, "Defining Authentic Classroom Assessment," Practical Assessment, Research & Evaluation 17, no. 2 ( 2012), 1, available online at http://pareonline.net/pdf/v17n2.pdf [accessed 30 September 2013].
7. Melissa Bowles-Terry, "Library Instruction and Academic Success: A Mixed-Methods Assessment of a Library Instruction Program," Evidence Based Library & Information Practice 7, no. 1 (Apr. 2012): 82-95;
8. Doug Lederman, "Raising the Bar on Quality Assurance," Inside Higher Ed (Nov. 18, 2011), available online at www.insidehighered.com/news/2011/11/18/western-accreditor-pushes-boundaries-quality-assurance [accessed 30 October 2013].
9. Sharon A. Weiner, "Institutionalizing Information Literacy," Journal of Academic Librarianship 38, no. 5 (Sept. 2012): 287-93, DOI:10.1016/j.acalib.2012.05.004.
10. Brandy Whitlock and Julie Nanavati, "A Systematic Approach to Performative and Authentic Assessment," Reference Services Review 41, no. 1 (Feb. 2013): 32-48.
11. Weiner, "Institutionalizing Information Literacy."
12. See http://libraries.claremont.edu/informationliteracy/documents/CCL-Information-Literacy-Habits%20of%20Mind.pdf
13. and http://libraries.claremont.edu/informationliteracy/documents/CCL-First-Year-Instruction-IL-Learning-Outcomes.pdf [accessed 29 October 2013].
14. Hufford, "Review of the Literature on Assessment"; Megan Oakleaf, "Dangers and Opportunities: A Conceptual Map of Information Literacy Assessment Approaches," portal: Libraries and the Academy 8, no. 3 (2008): 233-53. DOI:10.1353/pla.0.0011.
15. Kathleen Dunn, "Assessing Information Literacy Skills in the California State University: A Progress Report," Journal of Academic Librarianship 28, no. 1 (2002): 28.
16. Bowles-Terry, "Library Instruction and Academic Success"; Barbara J. D'Angelo, "Integrating and Assessing Information Competencies in a Gateway Course," Reference Services Review 29, no. 4 (2001): 282-93;
17. Molly R. Flaspohler, "Information Literacy Program Assessment: One Small College Takes the Big Plunge," Reference Services Review 31, no. 2 (2003): 139;
18. Yvonne Mery, Jill Newby, and Ke Peng, "Performance-Based Assessment in an Online Course: Comparing Different Types of Information Literacy Instruction," portal: Libraries and the Academy 12, no. 3 (Jul. 2012): 283-98.
19. Lorrie A. Knight, "Using Rubrics to Assess Information Literacy," Reference Services Review 34, no. 1 (Feb. 2006): 43-55;
20. Megan Oakleaf, "Using Rubrics to Assess Information Literacy: An Examination of Methodology and Interrater Reliability," Journal of the American Society for Information Science and Technology 60, no. 5 (May 2009): 969-83.
21. See Erin Daniels, "Using a Targeted Rubric to Deepen Direct Assessment of College Students' Abilities to Evaluate the Credibility of Sources," College & Undergraduate Libraries 17, no. 1 (Jan. 2010): 31-43;
22. Elizabeth Choinski, Amy E. Mark, and Missy Murphey, "Assessment with Rubrics: An Efficient and Objective Means of Assessing Student Outcomes in an Information Resources Class," portal: Libraries and the Academy 3, no. 4 (2003): 563-75.
23. Elizabeth R. Spievak and Pamela Hayes-Bohanan, "Just Enough of a Good Thing: Indications of Long-Term Efficacy in One-Shot Library Instruction," Journal of Academic Librarianship 39, no. 6 (2013): 488-99.
24. J.K. Gilbert and C.P. Gilbert, "Assessing Integrated Library Components to Enhance Information Literacy in Political Science," in Collaborative Information Literacy Assessments, eds. T. Mackey and T. Jacobson (New York: Neal-Schuman, 2010).
25. Michael R. Hearn, "Embedding a Librarian in the Classroom: An Intensive Information Literacy Model," Reference Services Review 33, no. 2 (2005): 219-27.
26. Mark Emmons and Wanda Martin, "Engaging Conversation: Evaluating the Contribution of Library Instruction to the Quality of Student Research," College and Research Libraries 63, no. 6 (2002): 545-60.
27. Julie Gilbert, "Using Assessment Data to Investigate Library Instruction for First-Year Students," Communications in Information Literacy 3, no. 2 (2009): 181-92;
28. John S. Riddle and Karen A. Hartman, "But Are They Learning Anything? Designing an Assessment of First Year Library Instruction," College and Undergraduate Libraries 7, no. 2 (2000): 59-69;
29. Sue Samson and Kim Granath, "Reading, Writing and Research: Added Value to University First-Year Experience Programs," Reference Services Review 32, no. 2 (2004): 149-56;
30. Bonnie J.M. Swoger, "Closing the Assessment Loop Using Pre- and Post-Assessment." Reference Services Review 39, no. 2 (2011): 244-59;
31. Lara Ursin, Elizabeth Blakesley Lindsay, and Corey M. Johnson, "Assessing Library Instruction in the Freshman Seminar: A Citation Analysis Study," Reference Services Review 32, no. 3 (2004): 284-92;
32. Christine Black, Sarah Crest, and Mary Volland, "Building a Successful Information Literacy Infrastructure on the Foundation of Librarian-Faculty Collaboration," Research Strategies 18 (2001): 215-25;
33. Debra Hoffmann and Kristen LaBonte, "Meeting Information Literacy Outcomes: Partnering with Faculty to Create Effective Information Literacy Assessment," Journal of Information Literacy 6, no. 2 (Dec. 2012): 70-85;
34. Larry Sheret and John A. Steele, "Information Literacy Assessment: Keep it Simple, Keep it Going," Reference & User Services Quarterly 52, no. 3 (2013): 208-15.
35. Smiti Gandhi, "Faculty-Librarian Collaboration to Assess the Effectiveness of a Five-Session Library Instruction Model," Community & Junior College Libraries 12, no. 4 (2005): 15-45.
36. See Danny Kostons, "Training Self-Assessment and Task-Selection Skills: A Cognitive Approach to Improving Self-Regulated Learning," Learning and Instruction 22, no. 2 (2012): 121-32;
37. Heather Coates, "Exploring the Disconnect Between Information Literacy Skills and Self-Estimates of Ability in First-Year Community College Students," Evidence Based Library & Information Practice 8, no. 2 (Apr. 2013): 264-66;
38. Lana Ivanitskaya, Ryan Laus, and Anne Marie Casey, "Research Readiness Self-Assessment: Assessing Students' Research Skills and Attitudes," Journal of Library Administration 41, no. 1/2 (Aug. 2004): 167-83;
39. Melissa Gross and Don Latham, "Attaining Information Literacy: An Investigation of the Relationship between Skill Level, Self-estimates of Skill, and Library Anxiety," Library & Information Science Research 29, no. 3 (Sept. 2007): 332-53.
40. See http://libraries.claremont.edu/howto/researchtutorial/begin.html for the Start Your Research Tutorial.
41. See www.inthelibrarywiththeleadpipe.org/2011/csil-carleton-forensic-librarians-and-reflective-practices/; The Claremont Colleges Library defines IL as "the ability to use critical thinking to create meaningful knowledge from information. The information literate Claremont Colleges student engages in a process of inquiry in order to frame intellectual challenges and identify research needs; strategically accesses and evaluates information; communicates information effectively; provides clear attribution of source materials used; and develops insight into the social, legal, economic, and ethical aspects of information creation, use, access, and durability." (IL "Habits of Mind" are emphasized in this definition).
42. Oakleaf, "Using Rubrics to Assess Information Literacy."
43. See Dani Brecher, Char Booth, and Sara Lowe, "Librarians Matter Infographic" (2013), available online at http://libraries.claremont.edu/informationliteracy/images/FYS-Infographic.jpg [accessed 23 October 2013].