multi-method assessment to improve library...
TRANSCRIPT
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Multi-Method Assessment
to Improve Library
Instruction Zsuzsa Koltay, Kornelia Tancheva
Cornell University Library
LAC, 2016
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• Introduction
• Faculty perception (survey)
• Student perception (2 surveys + focus group)
• Pilot video project
• Evaluation of pilot
• Next steps
Outline
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• Resource Investment
• ACRL Standards and Framework
• Assessment
– Input measures
– Outcomes-based assessment
– Perception of helpfulness
– Improving student experience
Introduction: library instruction assessment
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• Library survey of faculty - 2014
• Locally designed
• Census survey
• Response rate: 46%
Faculty perception
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Is there a need?
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
…evaluate information sources critically
…develop and refine research topics
…find appropriate scholarly information on their
research topic
…cite information sources
What percent of your students meet your
expectations in their ability to...
0-24% 25-49% 50-74% 75-100%
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Is it helpful?
56% 35% 9%
How helpful did you find the library's custom
instruction sessions?
great deal of help fair amount of help little help
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Why don’t you use it?
[VALUE]
[VALUE]
[VALUE]
[VALUE]
[VALUE]
[VALUE]
[VALUE]
0 50 100 150 200 250
not aware of service
not applicable to my class
other
don't look to library for help in this area
student skills sufficient
gain doesn't justify giving up class time
used in past, wasn't helpful
Reasons for not using library instruction
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• Leverage institutional survey
• Consortium on Financing Higher Education
(COFHE)
• 2015 Enrolled Student Survey - undergrads
• First ever library module
• 27 institutions asked the same library questions
Student perception - part one
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Barnard | Brown | Caltech | Carleton | Chicago |
Columbia | Cornell | Dartmouth | Duke | Emory |
Georgetown | Harvard | Johns Hopkins | MIT |
Mt. Holyoke | Northwestern | Penn | Princeton |
Rice | Rochester | Smith | Trinity | Vanderbilt |
Washington | Wellesley | Wesleyan | Williams
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Use of library instruction
[VALUE] [VALUE] [VALUE]
[VALUE] [VALUE] [VALUE]
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cornell Other Ivies Non-Ivies
Used Not used
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Perception of helpfulness
38.5% 38.4% 40.1%
[VALUE] 41.1% 38.9%
20.8% 20.4% 21.0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Cornell Other Ivies Non-Ivies
% Not very helpful % Somewhat helpful % Very helpful
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• Possible reasons
• 2015 post-instruction survey
• Volunteer instructors
• All classes had research components
• Immediately after instruction session
Student perception – part two
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Was it helpful?
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Student Library Advisory Council insights:
• Forced
• Repeated
• “Effectively the same presentation” multiple times
• Quality varies (instructors just “throw tools at you”)
• Centered on fairly intuitive search engines; or it is
too general
Student perception – part three
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• Replace instruction sessions with one-on-one
sessions
• Turn instruction into a Q&A session
• Divide classes into smaller groups so that
individual questions can be addressed
Student council recommendations
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For more Library photos visit LibeScope on Flickr
Video project: prefer videos to lecture
[CATEGORY
NAME]
[PERCENTAG
E]
[CATEGORY
NAME]
[PERCENTAG
E]
[CATEGORY
NAME]
[PERCENTAG
E]
[CATEGORY
NAME]
[PERCENTAG
E]
[CATEGORY
NAME]
[PERCENTAG
E]
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Video project: helpfulness
Alreadyknew
16%
No
5%
Yes
79%
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• Quality over Quantity
• Research Assignment Classes
• Upper-Level vs. FWS
• Critical Thinking Skills vs. Tools
• Flipped Classroom
Next steps
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Acknowledgements Jill Powell and Jeremy Cusker, Engineering Librarians at Cornell Kathryn Conway Dimiduk, Director of James McCormick Family Teaching Excellence Institute at the College of Engineering, Cornell University For the COFHE survey: Steve Minicucci, Director of Research for the Consortium on Financing Higher Education
Nisa Bakkalbasi, Assessment Coordinator, Columbia University Libraries
Lisa R. Horowitz, Assessment Librarian/Linguistics Librarian, MIT Libraries
Mary Ann Mavrinac, Vice Provost and Andrew H. and Janet Dayton Neilly Dean, River Campus Libraries, University of Rochester Sarah Tudesco, Assessment Librarian, Yale University Library
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Thank you!