Indiana University School of Dentistry Library

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Browsing Indiana University School of Dentistry Library by Subject "Academic librarians"

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    Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance
    (College & Research Libraries, 2015-07) Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.
    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.
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    Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation
    (Johns Hopkins University Press, 2015-07) Lowe, M. Sara; Booth, Char; Stone, Sean M.; Tagge, Natalie
    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.