Descripciones mejoradas de Syndetics:

All of the contributions to the book are co-written by faculty-librarian teams that have successfully worked together to develop assessment strategies across a wide range of disciplines, including business, political science, education, adult learning programs, and the humanities. Saving you countless hours on course or accreditation preparation, each chapter includes a detailed literature review, a model for practical implementation, a discussion of the partnership process, and an examination of assessment data. The teams also share guidance for overcoming a variety of collaborative obstacles and challenges and report on how their assessment process significantly improved student learning outcomes. Framed in a practical, real-world context, this invaluable new resource provides a clear set of best practices to help librarians and faculty work together to initiate new information literacy assessment efforts or to improve established programs in their own institutions.

Tabla de contenidos provista por Syndetics

• List of Figures, Tables, and Appendixes(p. ix)
• Foreword(p. xi)
• Preface(p. xiii)
• Institutional Support for Assessment(p. xiv)
• Book Organization(p. xvi)
• Assessing Your Courses and Programs(p. xviii)
• Acknowledgments(p. xxi)
• Part I Business
• Section Introduction(p. 1)
• 1 Using Citation Analysis to Evaluate and Improve Information Literacy Instruction(p. 5)
• Introduction(p. 5)
• Brief History of Citation Analysis(p. 6)
• Information Literacy at Georgia State University(p. 8)
• A Partnership to Improve Student Information-Seeking Skills(p. 10)
• Designing Our Citation Analysis Assessment Tool(p. 12)
• What We Learned through the Assessment Tool(p. 15)
• Achieving Our Goals(p. 16)
• Using Citation Analysis to Institutionalize Information Literacy(p. 17)
• Ensuring Results Are Valid Measures of Information Literacy(p. 18)
• Conclusion(p. 19)
• 2 A Holistic Approach to Embedding Information Literacy in the Design, Delivery, and Assessment of an Undergraduate Business Program(p. 25)
• Introduction(p. 25)
• Related Literature(p. 25)
• Information Literacy at the University of Auckland(p. 29)
• The Bachelor of Business and Information Management Degree Program(p. 29)
• The BBIM Program Librarian(p. 33)
• Developing the Information Literacy Capabilities of BBIM Students(p. 34)
• Assessment in Year One(p. 34)
• Assessment in Years Two and Three(p. 43)
• Measuring Success and Impact(p. 46)
• Further Reflections and Conclusion(p. 48)
• Part II Social Science and Education
• Section Introduction(p. 53)
• 3 Assessing Integrated Library Components to Enhance Information Literacy in Political Science(p. 57)
• Introduction(p. 57)
• Literature Review(p. 58)
• Institutional Context at Gustavus Adolphus College(p. 60)
• Integrating Information Literacy into the Political Science Major(p. 61)
• Assessment Model(p. 63)
• Assessment of Student Learning and Perceptions(p. 65)
• Evaluating and Refining Assessment Strategies(p. 78)
• Conclusion(p. 80)
• 4 Assessing Undergraduate Information Literacy Skills: How Collaborative Curriculum Interventions Promote Active and Independent Learning(p. 87)
• Introduction(p. 87)
• Literature Review(p. 88)
• Information Literacy Strategy at The University of Leeds(p. 89)
• Strength through Diversity; An Academic-Librarian Partnership(p. 92)
• Reflecting on the Assessment Tool: Reliability and Sensitivity(p. 96)
• Decoding the Data: What Does It Mean?(p. 100)
• Is Information Literacy Related to Academic Performance?(p. 104)
• Evidence-Based Information Literacy Teaching: Psychology and Beyond(p. 105)
• 5 Collaboration in Action: Designing an Online Assessment Strategy for Adult Learners(p. 109)
• Introduction(p. 109)
• Related Literature(p. 110)
• Institutional Context at Edge Hill University(p. 111)
• Our Collaborative Approach: Integrating Educational Theory and Academic Skills Development(p. 113)
• The Case Study Springboard Pedagogy(p. 116)
• Student Assessment Model(p. 117)
• Course Evaluation(p. 120)
• Conclusion(p. 123)
• Part III Humanities
• Section Introduction(p. 127)
• 6 A Model for Information Literacy Self-Assessment: Enhancing Student Learning in Writing Courses through Collaborative Teaching(p. 131)
• Introduction(p. 131)
• Related Literature(p. 132)
• Institutional Context at Cascadia Community College(p. 137)
• Collaboration with English Faculty(p. 139)
• Assessing Information Literacy Learning: How We Did It(p. 140)
• Outcomes(p. 141)
• What Did Not Work: Feedback from the Students(p. 145)
• Next Steps: Refining the Tool and Process(p. 146)
• Conclusion(p. 146)
• 7 Vampires, Philosophers, and Graphic Novels: Assessing Thematic Writing Courses in The Big Read(p. 155)
• Introduction(p. 155)
• Literature Review(p. 156)
• Writing Program Assessment(p. 157)
• The George Washington University(p. 158)
• Collaboration Practices(p. 159)
• The Big Read: Edward White's Model(p. 160)
• Examination of Assessment Results(p. 163)
• Impact on Course Planning(p. 164)
• Assessing The Big Read(p. 168)
• Conclusion(p. 169)
• 8 Many Voices, One Goal: Measuring Student Success through Partnerships in the Core Curriculum(p. 175)
• Introduction(p. 175)
• Related Literature(p. 177)
• University of Dubuque: A Culture in Context(p. 180)
• The Programmatic Assessment Model(p. 184)
• Exploring Qualitative Results(p. 186)
• Exploring Quantitative Results(p. 188)
• Analysis of Quantitative Data(p. 191)
• Analysis of Qualitative Data(p. 193)
• Evaluation of Assessment(p. 195)
• Future Directions and Conclusions(p. 197)
• Afterword(p. 213)
• About the Editors and Contributors(p. 217)
• Index(p. 223)