HOW ARE WE DOING? USING FACULTY FEEDBACK TO ASSESS THE IMPACT OF LIBRARY INSTRUCTION ON STUDENT WORK

Nancy Weiner · Cara Berg

1 citations0/0 files storedPractical academic librarianship

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Library Science and Information Literacy Library Science and Information Web and Library Services

Abstract

Data collected from surveys of faculty who brought their students in for library instruction provides the basis for this article. Faculty can be reached through surveys developed using low cost or even no cost tools and results have been used to help establish a connection between library instruction and quality of student work. Details on the surveys and summary data results will be highlighted, as will results from a survey of faculty who do not schedule instruction, providing easily replicable assessment tools that can be adapted for the needs of other academic libraries.

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1999Information Literacy in Science and Engineering Undergraduate Education: Faculty Attitudes and Pedagogical Practices 1995Faculty Culture and Bibliographic Instruction: An Exploratory Analysis 2006Faculty Perceptions of ACRL's Information Literacy Competency Standards for Higher Education 2010Is There an Information Literacy Skills Gap to Be Bridged? An Examination of Faculty Perceptions and Activities Relating to Information Literacy in the United States and England 2005A Report on Faculty Perceptions of Students’ Information Literacy Competencies in Journalism and Mass Communication Programs: The ACEJMC Survey 2016A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration 2007Reflections on Surveys of Faculty Attitudes Toward Collaboration with Librarians 2006Using “Ready-to-Go” Assessment Tools to Create a Year Long Assessment Portfolio and Improve Instruction

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