Peer Evaluation of Teaching in an Online Information Literacy Course

Susan A. Vega García · Kris Stacy-Bates · Jeff Alger · Rano Marupova

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Library Science and Information Literacy Online and Blended Learning Evaluation of Teaching Practices

Abstract

This paper reports on the development and implementation of a process of peer evaluation of teaching to assess librarian instruction in a high-enrollment online information literacy course for undergraduates. This paper also traces a shift within libraries from peer coaching to peer evaluation models. One common model for peer evaluation, using pre- and post-observation meetings between instructor and evaluator, as well as a formal summative report, has been adapted to focus attention on key aspects of online teaching. The paper also discusses the need for evaluating librarians’ online teaching performance, as distinct from online course design.

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2012Why One-shot Information Literacy Sessions Are Not the Future of Instruction: A Case for Online Credit Courses 2014A Library Credit Course and Student Success Rates: A Longitudinal Study 1997Evaluation of academic librarians' instructional performance: Report of a national survey 1993Peer coaching: Professional growth and development for instruction librarians 2002Evolution of Peer Evaluation of Library Instruction at Oregon State University Libraries 2008Using peer review to foster good teaching 2012Academic Libraries and the Credit-Bearing Class: A Practical Approach

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2023Quality Matters Review of LIB 2210: Applying the QM Rubric for Higher Education to an Information Literacy Course 2025Exploring the Current State of Information Literacy Education: A Systematic Literature Review 2022Student Perception of Online Information Literacy Training Through a Massive Open Online Course

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