Instructional
Design &
Delivery
Evaluation of Instruction
Ackerson, Linda G., and Virginia E. Young. “Evaluating the Impact of Library Instruction Methods in the Quality of Student Research.” Research Strategies 12, no. 3 (1994) : 132-144. Annotation
Arnold, Judith M. “ ‘I Know It When I See It’: Assessing Good Teaching.” Research Strategies 16, no. 1 (1998) : 1-28.
Judith Arnold proposes to develop a set of performance indicators for instructional librarians similar to that already developed for reference librarians. The article consists of a list of traits and behaviours characteristic of effective teachers developed through a survey of instructional librarians. These traits and behaviours could be used in the evaluation of instructors.
Branch, Katherine, and Carolyn Dusenbury. Sourcebook for Bibliographic Instruction. Chicago: Association of College and Research Libraries, Bibliographic Instruction Section, 1993. Annotation
Davitt Maughan, Patricia. “Assessing Information Literacy Among Undergraduates:
A Discussion of the Literature and the University of California-Berkeley
Assessment Experience.” College & Research Libraries 62, no.
1 (2001) : 71-85.
Annotation
Iannuzzi, Patricia. “We Are Teaching But Are They Learning? Accountability, Productivity & Assessment.” Journal of Academic Librarianship 25, no. 4 (1999): 304-305.
In this brief column Patricia Iannuzzi discusses the importance of assessment and evaluation to the process of instruction. This assessment can be carried out at many levels: within the library, on-campus and off-campus. Ianuzzi admits that the library level has been addressed in many resources but both campus level and post-graduate assessment has been left lacking in the literature. She suggests the incorporation of such performance indicators as assignment and course grades into course-related instructional program evaluation.
Kuhlthau, Carol Collier. Assessment and the School Library Media Center. Englewood, CO: Libraries Unlimited, 1994.
This comprehensive text deals with all aspects of assessment in a school library setting but includes a significant discussion of evaluation for instructional practices. Kuhlthau emphasizes the role of evaluation in furthering instructional design. Another topic of focus is the implication of information literacy training in the changing nature of evaluation, given consideration of the difficulties encountered in assessing the development of critical thinking skills, comprehension and high-level analysis.
LaGuardia, Cheryl, Michael Blake, Lawrence Dowler, Laura Farwell,
Caroline M. Kent, and Ed Tallent. Teaching the New Library: A How-To-Do-It
Manual for Planning and Designing Instructional Programs. New York:
Neal-Schuman, 1996.
Annotation
Moore-Jansen, Cathy. “What Difference Does It Make? One Study of Student Background and the Evaluation of Library Instruction.” Research Strategies 15, no. 1 (1997) : 26-38.
This analysis of the impact of student demographics and other background characteristics, including previous bibliographic instruction, yields the finding that neither of these elements have a statistically significant effect on the evaluation of library instruction. Positive correlation was found between the evaluation of course-related instruction and personal interest in the subject area. The data upon which the findings are based, was gathered over six years and represents the final evaluations of a library instruction course associated with an introductory Anthropology course.
Shonrock, Diana. Evaluating Library Instruction: Sample Questions, Forms, and Strategies for Practical Use. Chicago: American Library Association, Library Instruction Round Table, 1996.
An excellent practical resource for evaluation of instructional services in any type of library setting. Includes sample pre and post surveys for instructors, students, faculty members etc. There are different options tailored to different types of programs, both long-range and one-shot lectures. The book also contains samples of other pertinent material including cover letters and sample survey introductions.
Stamatoplos, Anthony; and Robert MacKay. “Effects of Library Instruction on University Students’ Satisfaction with the Library.” College & Research Libraries 59, no. 4 (1998) : 323-334.
The authors discuss the role of satisfaction measurements in the evaluation
of library instructional surveys. After examining a series of user satisfaction
surveys, Stamatoplos and Mackay identify four major factors that drive
student satisfaction: perceptions of accessibility, staff competence and
helpfulness, the availability of technology, and their own assessment of
their skills. Level of satisfaction was also found to be linked to expectations
of service.