Putting assessment into action : selected projects from the first cohort of the Assessment in Action Grant / / edited by Eric Ackermann

• Pubblicazione: Chicago, Illinois : , : Association of College and Research Libraries, a division of the American Library Association, , 2015; ©2015
• Descrizione fisica: 1 online resource (233 p.)
• Disciplina: 027.70973
• Soggetto topico: Academic libraries - United States - Evaluation; Academic libraries - Canada - Evaluation; Information literacy - Study and teaching (Higher) - Evaluation; Academic libraries - Relations with faculty and curriculum
• Soggetto genere / forma: Electronic books.
• Persona (resp. second.): AckermannEric
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Putting Assessment into Action; Table of Contents; Foreword; PART 1. Assessing Information Literacy/Library Instruction; CHAPTER 1. "I Felt Like Such a Freshman:"Reflections on DePaul University Library's Assessment in Action Project; CHAPTER 2. Honor Bound: Assessing Library Interventions into the Complex Problem of Academic Integrity; CHAPTER 3. Cite Me!: What Sources are Students Using for Research?; CHAPTER 4. Employing Multiple Methods to Assess Information Literacy in a New Core Curriculum ; CHAPTER 5. Assessing Student Learning and Faculty-Librarian Collaboration with a Mixed-Methods ApproachCHAPTER 6. Assessment of Library Instruction within General Education Learning Outcomes and Academic Support Programs: Determining Impact on Student Research Skills, Confidence, and Retention; CHAPTER 7. Impact of Information Literacy Instruction on the Success of First Year Composition Students; CHAPTER 8. Information Literacy Learning in First Year Composition: A Rubric-Based Approach to Assessment ; CHAPTER 9. Comparing Apples and Oranges: Putting Virginia Tech's FYE Inquiry Assessment Program into PerspectiveCHAPTER 10. Assessment in Action Case Study: Do Online Learning Modules Have a Role in Information Literacy Instruction?; CHAPTER 11. Complementary, Not Conflicting Data: Using Citation Analysis and NVivo to Explore Student Learning; CHAPTER 12. Predictors of Information Literacy Competencies at a Large University: A Reflection on Testing Methods; CHAPTER 13. Assessing Graduating Seniors' Information Literacy Skills ; CHAPTER 14. Using Single-Case Research Design to Assess Course-Embedded Research ConsultationsCHAPTER 15. Assessing Online Graduate Students; CHAPTER 16. In Their Own Words: Evolution of Effective Search Behaviors by Medical Students and Residents at University of Connecticut Health Center; CHAPTER 17. Finding the Cocked Hat: Triangulating Assessment for Information Literacy as a College-Wide Core Competency; PART 2. Assessing Outreach, Services, and Spaces; CHAPTER 18. Get By with a Little Help from Your Friends: Working with Student Affairs to Engage and Assess College Students ; CHAPTER 19. ARC to Success: Linking the "Commons" Model to Academic Success at Central Washington UniversityCHAPTER 20. Library Research Consultants: Measuring a New Service; CHAPTER 21. Dedicated Technology Facilities: Impacts, Success, and Implications; CHAPTER 22. Filling in the Venn Diagram: Second Year Students, Research, Writing; CHAPTER 23. Research Assistance Linked to Student Retention; CHAPTER 24. Methodological Issues: Assessing the Impact of Using the Library on Student Success at the University of Northern Colorado; PART 3. Longitudinal Assessment ; CHAPTER 25. Known Library Use and Student Retention: A Methods Case Study
• Sommario/riassunto: Twenty seven cases are presented in arenas as varied as assessing fourth year undergraduate learning, first year experience, graduate student information literacy, technology facilities, assessing outreach services and space, and more.
• Titolo autorizzato: Putting assessment into action
• ISBN: 0-8389-8815-6; 0-8389-8814-8
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910466092703321
• Lo trovi qui: Univ. Federico II