Student Library and Technology Engagement Survey Summary Report: 2012

Based on a framework established by two prior investigations of local academic communities to inform library operations the CCL Student Library & Technology Engagement Survey was designed to explore: how Claremont Colleges students use, perceive, and understand CCL and its services; academic information technologies; and information literacy skills

2014 Student Library Survey Report

This survey was administered in response to a larger strategic planning process initiated by the Claremont Colleges Library (CCL). Building on the 2012 Student Library & Technology Survey and the 2013 Faculty Library Survey, the present survey is an attempt to gather longitudinal and comparative data from Claremont Colleges’ faculty and students. The present survey is based on a framework established by two prior investigations of local academic communities to inform library operations

Claremont Colleges Faculty Survey (Fall 2013)

This survey was designed to gauge the Claremont Colleges faculty’s familiarity with, use of, and views about two areas: a) Library educational services / Information Literacy competencies, and b) Library collections

Claremont Colleges Library Faculty Library Survey Summary Report: 2014

This report highlights findings from the Fall 2013 Faculty Library Survey with information from the Fall 2012 Ithaka survey included where relevant. The Fall 2012 Ithaka S+R Faculty Survey focused broadly on research and teaching practices as well as the dissemination, collecting, discovery, and access of research and teaching materials. The Fall 2013 Faculty Library survey was designed to gauge the Claremont Colleges faculty’s familiarity with, use of, and views about: a) Library educational services; b) student’s Information Literacy (IL) competencies; and c) Library collections. Both the Fall 2012 Ithaka and Fall 2013 Faculty Library surveys represent aspects of a larger environmental scanning and strategic planning process intended to give the library insight into the characteristics of its users

Claremont Colleges Student Survey (Spring 2014)

This survey was designed to understand how Claremont Colleges students use, perceive, and understand the Claremont Colleges Library, academic information technologies, and Information literacy skills. It was developed by Sara Lowe, Char Booth, and Maria Savova based on a survey Char Booth created and administered with the Council of Chief Librarians of California Community Colleges

Faculty Author Rights Workshop: Strategies for Retaining Your (Copy)rights

The publication process can feel like a one-sided negotiation, with journal and book publishers holding the power to dictate restrictive terms of use and reuse. Thanks to a growing number of strategies and tools, this is no longer necessarily the case. By empowering attendees with insight into author addenda and open access (OA) repositories, this hands-on interactive session will explore how researchers and authors can advocate for themselves in their relationship with their publishers. You will leave this workshop with a skillset that can help you retain copyright and maximize your scholarly impact

Librarians Matter!* Librarian Impact on First-Year Information Literacy Skills at Five Liberal Arts Colleges

This poster reports results of an assessment of student writing from the first-year seminar/experience programs at five separate undergraduate colleges. Papers (n=520) were coded by level of librarian involvement in the class, and then scored using an Information Literacy rubric. Results indicate that students in courses with higher librarian involvement demonstrate better IL skills (that are statistically significant) than those in courses with low involvement

Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance

The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of “authentic” assessment in determining actual learning outcomes. This mixed-methods study presents findings in each area and examines their implications for effective IL course collaborations

Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation

The authors conducted a rubric assessment of information literacy (IL) skills in research papers across five undergraduate first-year seminar programs to explore the question “What impact does librarian intervention in first-year courses have on IL performance in student work?” Statistical results indicate that students in courses with greater levels of strategic faculty-librarian collaboration performed significantly better in IL outcomes than those in courses with low collaboration. Intensive librarian course support was not necessary to achieve significant learning gains; these tended to occur when librarians provided initial input into syllabus and assignment design, followed by one or two assignment-focused IL workshops

Impact of Assignment Prompt on Information Literacy Performance in First-Year Student Writing

This study attempts to quantify the impact of assignment prompts and phased assignment sequencing on first-year student work. Specifically, whether more fully developed and “scaffolded” assignment prompts produced better Information Literacy (IL) in student papers (n=520). The examination of assignment prompts in relation to student IL rubric scores would seem to indicate the conventional wisdom on developing assignment prompts might not have an impact on IL performance