Teaching Literacy: Methods for Studying and Improving Library Instruction
<b>Objective</b> – The aim of this paper is to evaluate teaching effectiveness in one-shotinformation literacy (IL) instruction sessions. The authors used multiple methods,including plus/delta forms, peer evaluations, and instructor feedback surveys, in aneffort to improve student learni...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University of Alberta
2012-12-01
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| Series: | Evidence Based Library and Information Practice |
| Subjects: | |
| Online Access: | http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/16564/14470 |
| _version_ | 1818340470448717824 |
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| author | Meggan Houlihan Amanda Click |
| author_facet | Meggan Houlihan Amanda Click |
| author_sort | Meggan Houlihan |
| collection | DOAJ |
| description | <b>Objective</b> – The aim of this paper is to evaluate teaching effectiveness in one-shotinformation literacy (IL) instruction sessions. The authors used multiple methods,including plus/delta forms, peer evaluations, and instructor feedback surveys, in aneffort to improve student learning, individual teaching skill, and the overall IL programat the American University in Cairo.<br><b>Methods</b> – Researchers implemented three main evaluation tools to gather data in thisstudy. Librarians collected both quantitative and qualitative data using studentplus/delta surveys, peer evaluation, and faculty feedback in order to draw overallconclusions about the effectiveness of one-shot IL sessions. By designing a multi-methodstudy, and gathering information from students, faculty, and instruction librarians,results represented the perspectives of multiple stakeholders. <br><b>Results</b> – The data collected using the three evaluation tools provided insight into the needs and perspectives of three stakeholder groups. Individual instructors benefit from the opportunity to improve teaching through informed reflection, and are eager for feedback. Faculty members want their students to have more hands-on experience, but are pleased overall with instruction. Students need less lecturing and more authentic learning opportunities to engage with new knowledge.<br><b>Conclusion</b> – Including evaluation techniques in overall information literacy assessment plans is valuable, as instruction librarians gain opportunities for self-reflection and improvement, and administrators gather information about teaching skill levels. The authors gathered useful data that informed administrative decision making related to the IL program at the American University in Cairo. The findings discussed in this paper, both practical and theoretical, can help other college and university librarians think critically about their own IL programs, and influence how library instruction sessions might be evaluated and improved. |
| first_indexed | 2024-12-13T15:43:25Z |
| format | Article |
| id | doaj.art-e3f9f7fe9f6743be940ff00a84438e71 |
| institution | Directory Open Access Journal |
| issn | 1715-720X |
| language | English |
| last_indexed | 2024-12-13T15:43:25Z |
| publishDate | 2012-12-01 |
| publisher | University of Alberta |
| record_format | Article |
| series | Evidence Based Library and Information Practice |
| spelling | doaj.art-e3f9f7fe9f6743be940ff00a84438e712022-12-21T23:39:46ZengUniversity of AlbertaEvidence Based Library and Information Practice1715-720X2012-12-01743551Teaching Literacy: Methods for Studying and Improving Library InstructionMeggan HoulihanAmanda Click<b>Objective</b> – The aim of this paper is to evaluate teaching effectiveness in one-shotinformation literacy (IL) instruction sessions. The authors used multiple methods,including plus/delta forms, peer evaluations, and instructor feedback surveys, in aneffort to improve student learning, individual teaching skill, and the overall IL programat the American University in Cairo.<br><b>Methods</b> – Researchers implemented three main evaluation tools to gather data in thisstudy. Librarians collected both quantitative and qualitative data using studentplus/delta surveys, peer evaluation, and faculty feedback in order to draw overallconclusions about the effectiveness of one-shot IL sessions. By designing a multi-methodstudy, and gathering information from students, faculty, and instruction librarians,results represented the perspectives of multiple stakeholders. <br><b>Results</b> – The data collected using the three evaluation tools provided insight into the needs and perspectives of three stakeholder groups. Individual instructors benefit from the opportunity to improve teaching through informed reflection, and are eager for feedback. Faculty members want their students to have more hands-on experience, but are pleased overall with instruction. Students need less lecturing and more authentic learning opportunities to engage with new knowledge.<br><b>Conclusion</b> – Including evaluation techniques in overall information literacy assessment plans is valuable, as instruction librarians gain opportunities for self-reflection and improvement, and administrators gather information about teaching skill levels. The authors gathered useful data that informed administrative decision making related to the IL program at the American University in Cairo. The findings discussed in this paper, both practical and theoretical, can help other college and university librarians think critically about their own IL programs, and influence how library instruction sessions might be evaluated and improved.http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/16564/14470information literacylibrary instructionacademic librarianshipmultiple methods |
| spellingShingle | Meggan Houlihan Amanda Click Teaching Literacy: Methods for Studying and Improving Library Instruction Evidence Based Library and Information Practice information literacy library instruction academic librarianship multiple methods |
| title | Teaching Literacy: Methods for Studying and Improving Library Instruction |
| title_full | Teaching Literacy: Methods for Studying and Improving Library Instruction |
| title_fullStr | Teaching Literacy: Methods for Studying and Improving Library Instruction |
| title_full_unstemmed | Teaching Literacy: Methods for Studying and Improving Library Instruction |
| title_short | Teaching Literacy: Methods for Studying and Improving Library Instruction |
| title_sort | teaching literacy methods for studying and improving library instruction |
| topic | information literacy library instruction academic librarianship multiple methods |
| url | http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/16564/14470 |
| work_keys_str_mv | AT megganhoulihan teachingliteracymethodsforstudyingandimprovinglibraryinstruction AT amandaclick teachingliteracymethodsforstudyingandimprovinglibraryinstruction |