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Assessment "a la carte"

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by

Jessica Hronchek

on 10 August 2015

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Transcript of Assessment "a la carte"

Source Type
Web Domain Type
In Conclusion...
Identifying Your Question
Focus #3 - Targeting the Question
Gillette and Videon (1998) - grappling with standards
Assessment "a la carte"
Using Small-Scale Citation Analysis Projects
to Shape Library Instruction

Citation Analysis
Citation analysis in the context of Information Literacy
"forward thinking" CA
small scale conclusions .... or are they?
1. Collection Development/Assessment
Who's using what, and to what extent?
identify the needs/preferences of users
identify strengths/weaknesses in local collection
2. IL / Research Skills Assessment
Evaluate effectiveness/impact of IL instruction
Gain understanding of students' existing skill/knowledge level
Citation Analysis
Beta
None, or "I just like it"
Author's credentials/expertise
Length or degree of detail
"Better than other sources I found"
Authority/credibility of publication/source
Convenience/"Everything in one place!"
Personal familiarity with source
Currency/date
Lack of Bias
http://chitika.com/google-positioning-value
92 %
Focus #1 - Disciplinary
New Kingdom
Eighteenth Dynasty
Focus #2 - Sample Size
3 Semesters
Fall 2012 - 2 Sections
Spring 2013 - 2 Sections
Fall 2014 - 1 Section
Number of Papers
Fall 2012 - 63
Spring 2013 - 48
Fall 2013 - 30
Number of Citations
Fall 2012 - 279
Spring 2013 - 189
Fall 2013 - 142
Carver with artifact, biblicalarchaeology.org
Howard Carter and
George Herbert
Tutankhamun
Valley of the Kings
source
format
age
owned by library?
citations per paper
scholarly vs non-scholarly?
Book
eBook
Magazine article
Newspaper article
Website
Journal article
dissertation
multimedia
broken links?
Criteria for Website evaluation
Percentage in overall bibliography
type of site
impact of library instruction
Drilling Down through the Literature
Davis and Cohen (2001), Davis (2002), Davis (2003)
rise of student website usage
shift away from scholarly sources
impact of verbal encouragement vs mandated
Davis (2003) and Mohler (2005)
Broke down websites by URL
What particular kinds of websites were students trending towards in art historical research?
Could library instruction have an impact on this?
Robinson and Schlegel (2004)
LI has no impact on overall %
LI did impact scholarly nature of website choice
Cooke and Rosenthalle (2011)
LI had no impact on overall %
LI increased book usage
art classes included
Watson (2012)
Commercial (through ad revenue)
Advocacy/Organization
Personal
Publication (associated with offline publication)
Retailer/Marketing (sells product)
Blog
Education (.edu)
Dead
Government
How-To
Quote/Dictionary

"While students may be able to identify openly inappropriate sites, the problem may be the middle ground: sites not obviously flawed enough to be instantly dismissed and yet not necessarily the best sources - or even good ones - for the topics in question.” (133)
Museum/Exhibition
Personal - Expanded to Scholarly, General, Heavy Ads
Television/Radio
News
Travel (commercial)
Tourism (by host country)
Wiki/Social
Fall 2012
Fall 2012 - Spring 2013
All Semesters
Doug Pierson, http://landtarget.blogspot.com/2010_11_01_archive.html
http://www.crystalinks.com/tutstomb.html
http://www.crystalinks.com/tutstomb.html
studyblue.com
"FLIPPED Citation Analysis"
Nano
Observations at a glance
"In doing reference and instruction work, we often see students select the first few items without examining or evaluating large numbers of results, but an assumption that the students must be taking the first few hits from the Web could not be clearly proven. Attempts to replicate their searches could were unsuccessful..."
(Ursin, Blakesley Lindsay, & Johnson, 2004)
Don't be the 92%
exhibition history
MLA citations - not too shabby
Students really like to use websites
Todd Wiebe
wiebe@hope.edu


Bennett, Erika, and Erin Brothen. “Citation Analyses as a Prioritization Tool for Instruction Program Development.” Journal of Library
Administration 50, no. 5–6 (2010): 425–42. doi:10.1080/01930826.2010.488585.

Cooke, Rachel, and Danielle Rosenthalle. “Students Use More Books After Library Instruction An Analysis of Undergraduate Paper Citations.”
College and Research Libraries, June 2011, 332–43. http://crl.acrl.org/content/72/4/332

Davis, Philip M. “Effect of the Web on Undergraduate Citation Behavior: Guiding Student Scholarship in a Networked Age.” Portal: Libraries and
the Academy 3, no. 1 (January 2003): 41-51. http://ecommons.cornell.edu/handle/1813/2563.

———. “The Effect of the Web on Undergraduate Citation Behavior: A 2000 Update.” College and Research Libraries 63, no. 1 (January 2002):
53–60. http://crl.acrl.org/content/63/1/53.

Davis, Philip M., and Suzanne A. Cohen. “The Effect of the Web on Undergraduate Citation Behavior 1996–1999.” Journal of the American
Society for Information Science and Technology 52, no. 4 (February 15, 2001): 309–14. http://ecommons.cornell.edu/handle/1813/2557.

Gillette, Mary Ann, and Carol Videon. “Seeking Quality on the Internet: A Case Study of Composition Students’ Works Cited.” Teaching English
in the Two-Year College 26, no. 2 (1998): 189–94. http://0-gateway.proquest.com.lib.hope.edu/openurl?
ctx_ver=Z39.88-2003&xri:pqil:res_ver=0.2&res_id=xri:lion&rft_id=xri:lion:rec:criticism:R03507957.

Mohler, Beth A. “Citation Analysis as an Assessment Tool.” Science & Technology Libraries 25, no. 4 (2005): 57–64. doi:10.1300/
J122v25n04_05.

Robinson, Andrew, and Karen Schlegl. “Student Bibliographies Improve When Professors Provide Enforceable Guidelines for Citations.” Portal:
Libraries and the Academy 4, no. 2 (April 2004): 275–90. https://muse.jhu.edu/journals/portal_libraries_and_the_academy/
v004/4.2robinson.html.

Ursin, Lara, Elizabeth Blakesley Lindsay, and Corey M. Johnson. 2004. "Assessing library instruction in the freshman seminar: a citation analysis
study." Reference Services Review 32, no. 3: 284-292. doi:10.1108/00907320410553696.

Watson, Alex P. “Still a Mixed Bag: A Study of First-Year Composition Students’ Internet Citations at the University of Mississippi.” Reference
Services Review 40, no. 1 (2012): 125–37. doi: 10.1108/00907321211203685.

Jessica Hronchek
hronchek@hope.edu
Bibliography
Why?
provides both librarian and course instructor with a glimpse at the "pre" version of students' source choices
provides librarian with additional insight and information to use while designing customized instruction
librarian finds satisfaction in calling out individual students and mocking their source choices
English 113 (Expository Writing I) - 2 sections - 34 students total
from the
"what"
and the
"why"
to the
"how"
sets different tone to the class session

(i.e. "the librarian knows what you did...")
Full transcript