Assessing the Evaluation of Library Instruction Using a Business Model

The business sector has traditionally evaluated their training and instruction programs on a model that considers 4 levels of success (Kirkpatrick). These levels can be described as success based on 1) appeal, 2) learning outcomes 3) integration of learning into daily work routines, or 4) overall impact on / improvement of the organization. This paper describes how this rubric can be generally, and ideally, translated and applied to instruction programs in libraries to determine what levels of evaluation are attempted by libraries. And, based on a review and analysis of case studies of the literature of library instruction, considers questions including: how frequently do libraries base their evaluation of instruction on student self-reports of the appeal of the instruction and / or how much the student felt they learned (level 1)? How frequently, and by what means, do libraries attempt to measure student learning outcomes (level 2) in order to evaluate the instruction? And, in any sense, are the other two levels of evaluation in the rubric used? The results from academic libraries\u27 evaluation of instruction will also be compared with how businesses evaluate their instruction/training for the four levels

Classroom Performance Systems, Library Instruction and Instructional Design: A Pilot Study

To explore how effective CPS (Classroom Performance Systems) are in the classroom, specifically for library instruction, this pilot study considered the question: Does the use of CPS improve student retention of information presented in class as measured by pre-and posttest scores? The use of pretest and posttest measurements for the retention of information attempted to assess the impact of instruction using CPS for a single session and the usefulness of CPS for the delivery of instruction, generally. The data collected included the results of a five-item pretest and a six-item posttest, completed by 48 freshmen college students. Although scores improved for both groups after instruction, scores for the group using CPS with instruction showed somewhat greater improvement than the non-CPS group. The author also discusses the role of instructional design in the development of the study and other considerations for future studies

Resource Leveling for a Mass Digitization Project

Purpose – The purpose of this paper is to discuss the nature of the project management concept of resource leveling, particularly how it can be utilized for grant-funded mass digitization projects where time, cost and available resources – the elements of the project scope triangle – are in tension with each other to define the scope and quality of a project. Design/methodology/approach – This article presents a case study of resource leveling for a mass digitization project in an academic library. Details on the use of resource leveling through deconstructing activities, smoothing and alternative scheduling are described in relation to this project. Findings – Resource leveling techniques can assist digitization project managers to meet project milestones on time and within budget and may be particularly useful for digitization projects with limited budgets. Originality/value – As digitization projects become more universal for libraries and cultural heritage institutions, this original case study offers insights into applying no-cost project management techniques

Gagné in the Flipped Classroom: Why the Instructional Design Matters

An abundance of open access resources has transformed the options that all instructors, including library faculty, have for creating effective instruction. Open access has helped drive the movement to create and sustain the flipped classroom instructional model-- shifting the introduction of content to outside the class session and changing the nature of in-class activities. This model helps create in-class time that allows the instructor to scaffold content, coach and mentor. The student is given time while in class to become engaged in activities of practice and feedback with the assistance of the instructor/coach. This session explores why this pedagogy is effective in library instruction, how it is grounded in the experience of those who have taught research skills and information literacy and also how it supports the learning theories of Gagné. This session presents examples from library instruction sessions of 1) how to implement a flipped class approach and 2) descriptions of flipped classroom activities which demonstrate how and why focusing on some of Gagné’s events of instruction can help students learn and 3), how even in the one-shot library instruction session this approach goes further in helping students retain research skills

Eine Standortbestimmung 2022

Beucke D, Biesenbender S, Ebert B, et al. Management von Forschungsinformationen in Hochschulen und Forschungseinrichtungen. DINI Schriften. Vol 22-de. Göttingen: DINI; 2022