Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

The Future of Reference and Instruction (and Assessment)

Public services and assessment in the 21st-century academic library
by

Andrew Klein

on 25 April 2011

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of The Future of Reference and Instruction (and Assessment)

ASSESSMENT The Future Of Reference and Instruction
Relate library public services to specific areas of institutional outcomes Recognize the library’s role in improving institutional outcomes and why that role is important Identify the pressures on today’s academic libraries and explain the place of assessment in meeting these pressures Learning Objectives Rapid Technological Change Collection vs. Access The Academic LIbrary
in
the 21st Century Learning Commons
Merged Library/IT Scholarly Communications E-books Institutional Repositories Patron-Driven Acquisition Just in Case
vs.
Just in Time Scholarly Journal Crisis Digitization Data Curation Web-Scale Discovery Accountability Shrinking Budgets Accreditation The College Mission Information Fluency Demonstrating Value and Impact Planning Outcomes Analyze and Improve Plan Your Work, Work Your Plan Campus Mission
and
Library Mission Campus Assessment Plan (?) Involve Your Stakeholders Who, What, Where,
When, Why, How Formative vs. Summative Journal Titles
Databases Available
ILL Transactions
Visits to Special Collections/Archives
Hits on the Webpage
THe New Hotness: Library Outcomes Institutional outcomes Student becomes more information fluent Student uses peer-reviewed resources Faculty retains rights to archive post-print Faculty collaborate with librarian on assignment design Student interprets bibliographic citation in order to locate Enroll students with higher average SAT scores Improve graduation rate and time to graduate Increase percentage of students that go on to graduate programs Increase number of publications per faculty member Enhance the reputation of the college Increase number and size of faculty grants Affective, Behavioral, Cognitive Existing Data The $64,000 Question: How do Reference and Instruction Advance the Mission? The Outcome The Point of Impact The Plan and Implementation The Result Student enrollment
Student retention and graduation rates
Student success
Student achievement Student engagement
Faculty research productivity
Faculty teaching
Faculty grants
Institutional reputation and prestige "Students should develop the ability to use information and communication resources effectively, be adept at critical, analytical and logical thinking, and express themselves well in both oral and written forms." Student learning Outcome:
Students should develop critical thinking skills. Where Do Libraries Influence the Mission? Figure from Oakleaf, 2011 Who is our sample/demographic? What methods or tools should we use? How will we analyze the data? What is the timeline for assessment? What resources are required? How will results be presented? To whom? What did we find? How will we change our services? Tools of the Trade
Surveys and Tests ETS iSkills LibQual+ MINES for Libraries project SAILS Library-specific Standardized General Academic Surveys National Survey of Student Engagement (NSSE) College Student Experiences Questionnaire (CSEQ) HEDS Senior and Alumni Surveys Home-grown Course-specific Pre- and post-testing Library-focused General academic Authentic Performance assessments Interviews and Focus Groups Assessment management Systems Writing and Research Portfolios Rubrics Annotated Bibliographies Research Papers Traditional Library Inputs and Outputs Retention rate
Graduation rate Admissions demographics Student Data GPA Test Scores Faculty Data Citation Analysis Grant applications and amounts Syllabi and curricula Inputs and Outputs Old and Busted: Books Purchased
Reference Transactions
Gate Counts
Full-Text Downloads
Circulation
Instruction Sessions Taught
What is the point? The Cycle Begins again: Produce Written Reports Share with Stakeholders Analyze and Format Data Act on the Results: Start planning... Bibliography Association of College and Research Libraries. (2002). Value of Academic Libraries: A Comprehensive Research Review and Report. Researched by Megan Oakleaf. Chicago: Association of College and Research Libraries.

Maki, P. (2002). "Developing an Assessment Plan to Learn about Student Learning." Journal of Academic Librarianship 28(1): 8-13.

Matthews, J. R. (2007). Library Assessment in Higher Education. Westport, Connecticut, Libraries Unlimited.

Oakleaf, M. (2011). "Are They Learning? Are We? Learning Outcomes and the Academic Library." The Library Quarterly 81(1): 61-82.

Radcliff, C. J., M. L. Jensen, et al. (2007). A Practical Guide to Information Literacy Assessment. Westport, Connecticut, Libraries Unlimited.

Rubin, R. J. (2006). Demonstrating Results: Using Outcome Measurement in Your Library. Chicago, American Library Association. Describe the planning, goals and resources aspects of assessment in terms of its cyclical nature How do we assess our influence? ? Questions ?
Full transcript