Over the course of four years (2013 - 2017), the library undertook an assessment of select SLOs (Student Learning Outcomes) related to LIBR 105, a one-credit library research skills class. Random, redacted samples of signature assignments from select sections of LIBR 105 were scored by librarians using a four tiered rubric. This assessment was implemented in three rounds:
Round 1 (2013 - 2015) measured the following SLOs
Round 2 (2015 - 2016) incorporated new ACRL Information Literacy Framework concepts into LIBR 105 SLOs
Round 3 (2016 - 2017) measured the following SLOs
The following recommendations were made based on the rounds of assessment:
Required Early Draft Signature Assignments (artifact): Given the short duration of express courses, this strategy proved difficult to implement. Many students have never used the library's resources prior to class and need instruction before they can even begin to search for sources. In order to implement this strategy under these time constraints, the signature assignment was scaffolded in a Google Doc and feedback given for each section. This allowed students to receive instruction, practice what they learned, and incorporate instructor feedback into the signature assignment.
Sharing results with peers: Students explored the libraries' databases and shared what they learned through Group Online Database Presentations.
Scaffolded Assignments: Scaffolding built into course as is reflected in the syllabus: http://libguides.library.cofc.edu/LIBR_105_Poparad/schedule_assignments_grading
Results of this assessment will be shared with the Research and Instruction Librarians as well as LIAC (Library Instruction Advisory Committee) to determine a path forward.
The goal of the course for you to become a metaliterate learner, who learns continually in a constantly and rapidly evolving information landscape. Students will become active participants in their information seeking endeavors rather than just passive consumers of information, developing critical thinking skills that can help them in life. Metaliteracy, as interpreted by the Association of College and Research Libraries, encompasses research, information, and scholarship as shown in the infographic below.
Course goals adopted from:
Mackey, T., & Jacobson, T. (2014, September 11). Goals and learning objectives. Retrieved July 2, 2015, from Metaliteracy.org website:
Finch, J. (n.d.). Map of assignments that target information metaliteracy characteristics [Infographic; JPG].
Burton Callicott is the designated reviewer for LIBR 105 syllabi. Prior to instructing, please email your syllabus to firstname.lastname@example.org for review. If you are planning to teach online, after completing the DE Readiness course, you must also email your syllabus to Doug Ferguson at email@example.com.
All LIBR 105 Syllabi need to contain the course goals and student learning outcomes stated above. The current signature assignment for LIBR 105 assessment is the annotated bibliography. The assessment rubric is linked below.
The following links from Academic Affairs will assist you in crafting your syllabus.
The following are samples of LIBR 105 syllabi. If you would be willing to share your syllabus, please email a link to firstname.lastname@example.org.
By the end of the course you will be able to
Develop compelling research questions
Identify contextually appropriate tools and resources to answer research questions
Employ effective and efficient search strategies to find a range of appropriate information sources
Critically evaluate information according to discipline specific parameters of authority
Use information ethically, avoiding plagiarism and respecting the intellectual property of others
Contribute to ongoing scholarly conversation by producing new information content and building on previous scholarly efforts
Carncross, M. (2014). LIB 201: Using libraries today [Syllabus]. Retrieved July 2, 2015.