48.9 percent of ALL students who attended library instruction classes completed the Spring 2019 Wrap Up form.
In addition to 3 basic Likert scale questions, this Wrap Up presented students with an opportunity to request more information about Book a Librarian and Writing Center appointments. These requests are then followed up by the librarian who taught their class by email with links to the Book a Librarian and Writing Center Tutoring request pages.
93.53% of students Strongly Agreed or Agreed that they
created a flexible search strategy for their topic during the library class:
95.02% of students Strongly Agreed of Agreed that they found
relevant academic sources for their topic during the library class
96.68% of students Strongly Agreed or Agreed that the library class will
help them complete their research for their topic
47% of students requested more info about Book a Librarian appointments
52.99% of students requested more info about Writing Center appointments
Since the Library embraced the Framework and began collaborating with Fearless Learning, the LI curriculum and assessment now delve more deeply into activities that require a synthesis of higher order skills. To capture key dispositional outcomes, the online Wrap Up forms librarian use at the end of each library instruction class was revised to include: open-ended questions that invite more developed responses, rhetoricized questions that ask students to evaluate and sell best practices to their peers, and process-based questions about their next steps in research.
Even though a broader range of more qualitative responses complicates narrower rubric-based assessment, the richness of the responses provides a clearer sense of what students understand and value. Moreover, the opportunity for students to claim ownership of their own learning should not be sidestepped just to ensure a lesson is more assessable.
Early analysis of the LI Spring 2018 Wrap Up responses reveal that Fearless Learning Lesson Plan workskeet completers provided more developed and nuanced answers to the question “Which strategies would you share with another student who is researching the same topic?”
Comparison of Wrap Up responses from students answering the question: “Which strategies would you share with another student who is researching the same topic?” The responses on the right show a higher level of dispositional thinking which matches with higher level learning outcomes from the Framework for Information Literacy.
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Responses from students NOT using Fearless Learning Lesson Plan and Worksheet |
Responses from students using Fearless Learning Lesson Plan and Worksheet |
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Go to the LibGuides or the library to find all the necessary material for your topic. |
I would tell them to limit their topic before researching, find a good place to search that accurately represents the topic, and try synonyms and different phrases while searching. The first article found might not be the best, but don’t give up? |
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I would advise to take notes and following along closely while the instructor is talking. I liked the General OneFile |
I would recommend they use any of the collection tools available to them because it is important to browse and look around for a proper article. All of the tools are helpful because you can customize results and limit the search results by certain factors such as "peer reviewed," which is very helpful in making sure you are using a proper scholarly article or journal. |
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how to find books and where to check them out
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Brainstorm to create a keyword grid to help yourself find more relevant sources. A certain word may not yield any results but that doesn't necessarily mean there aren't any sources for your research. Don't give up! You may just be searching for the wrong word. If it is taking too long to track down relevant sources, re-evaluate the topic you are planning on writing about. |
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Visiting the library will provide you with a lot of resources. |
I would tell them to be very specific in what you want to search, and that you have to have keywords relating to the subject. the less articles you have the better, make sure that you limit the search also. you can do articles in the past 20 years and to make sure that they are scholarly. |
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Do more research. |
Just keep trying. If the first search didn't pop up the results you need try every word you can possibly think categorizes in the same results. Use the limits if needed to be more specific. |
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Don’t be vague when looking up subjects. |
Select the tool that seems to go along with their research topic, and utilizing the limits/source types to find exactly what you wanted. |
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Follow instructions and pay attention. |
It's all about trial and error. Try the different databases using the same words and see what you find is more efficient. |
The Fearless Learning QEP team has assessed three semesters of student artifacts (worksheets) so far. We currently only have the raw data for each student and have not yet crunched it to discover correlations between student performance on this worksheet and overall student success.
Library faculty periodically send out an online evaluation so that our faculty colleagues can assess how we're doing in the classroom.
The relationship between librarians and classroom instructors is invaluable to students; together we form an instructional team around specific research assignments which address student learning outcomes and foster critical thinking.
Soliciting this feedback from our peers helps us improve our teaching for student success.
Complete Survey Results from 2009-2019: http://sacguide.libguides.com/c.php?g=272329&p=1817450
The following are the results from LI Faculty Evaluations 2018 2019 - the survey was sent to all faculty who requested library instruction classes during the Fall 2018-Spring 2019 terms.
