期刊名称：Evidence Based Library and Information Practice
印刷版ISSN：1715-720X
电子版ISSN：1715-720X
出版年度：2018
卷号：13
期号：2
页码：100-102
DOI：10.18438/eblip29422
语种：English
出版社：University Of Alberta
其他摘要：A Review of: Luetkenhaus, H., Hvizdak, E., Johnson, C., & Schiller, N. (2017). Measuring library impacts through first year course assessment. Communications in Information Literacy, 11(2), 339-353. http://comminfolit.org/index.php Objective – To determine whether there is a correlation between information literacy skill development and participation in one or more library instruction sessions. Design – Learning outcomes assessment. Setting – A public research institution with multiple campuses. Subjects – 244 first-year undergraduates enrolled in a compulsory general education course during the 2014-2015 academic year. All subjects completed a series of library research assignments, followed by a final research paper. 65% of subjects participated in at least one library instruction session as part of the course, and 35% did not. Methods – The researchers convened six librarians and six instructors/faculty to score 244 research papers using a rubric designed to measure six possible information literacy learning outcomes. Evaluators established inter-rater reliability through a norming session, and each artifact was scored twice. The authors analyzed rubric scores using Ordinary Least Squares regression modeling. Main Results – Participation in a library instruction session correlated with higher rubric scores in three information literacy learning outcomes: argument building; source type integration; and ethical source citation. Conclusion – Students may achieve greater information literacy learning outcomes when they participate in course-integrated library instruction.
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