Kathleen A. Zar Symposium

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. This symposium at the John Crerar Library of the University of Chicago provided participants with an understanding of how data is used in real world applications, as well as examples of collaborative efforts between institutions, groups, or individuals specific to collection, use, access, preservation, and overall management of data. Data is captured by computers and instruments on a continual basis, flooding researchers in images, video, audio, logs, simulations, and more. This data is crucial to research, teaching, and learning at academic institutions around the world. Understanding the impact of data on researchers, libraries, and institutions as a whole is critical to achieving long-term data preservation, appropriate sharing among communities, and enabling transformative new science.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. This symposium at the John Crerar Library of the University of Chicago provided participants with an understanding of how data is used in real world applications, as well as examples of collaborative efforts between institutions, groups, or individuals specific to collection, use, access, preservation, and overall management of data. Data is captured by computers and instruments on a continual basis, flooding researchers in images, video, audio, logs, simulations, and more. This data is crucial to research, teaching, and learning at academic institutions around the world. Understanding the impact of data on researchers, libraries, and institutions as a whole is critical to achieving long-term data preservation, appropriate sharing among communities, and enabling transformative new science.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. This symposium at the John Crerar Library of the University of Chicago provided participants with an understanding of how data is used in real world applications, as well as examples of collaborative efforts between institutions, groups, or individuals specific to collection, use, access, preservation, and overall management of data. Data is captured by computers and instruments on a continual basis, flooding researchers in images, video, audio, logs, simulations, and more. This data is crucial to research, teaching, and learning at academic institutions around the world. Understanding the impact of data on researchers, libraries, and institutions as a whole is critical to achieving long-term data preservation, appropriate sharing among communities, and enabling transformative new science.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. This symposium at the John Crerar Library of the University of Chicago provided participants with an understanding of how data is used in real world applications, as well as examples of collaborative efforts between institutions, groups, or individuals specific to collection, use, access, preservation, and overall management of data. Data is captured by computers and instruments on a continual basis, flooding researchers in images, video, audio, logs, simulations, and more. This data is crucial to research, teaching, and learning at academic institutions around the world. Understanding the impact of data on researchers, libraries, and institutions as a whole is critical to achieving long-term data preservation, appropriate sharing among communities, and enabling transformative new science.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. This symposium at the John Crerar Library of the University of Chicago provided participants with an understanding of how data is used in real world applications, as well as examples of collaborative efforts between institutions, groups, or individuals specific to collection, use, access, preservation, and overall management of data. Data is captured by computers and instruments on a continual basis, flooding researchers in images, video, audio, logs, simulations, and more. This data is crucial to research, teaching, and learning at academic institutions around the world. Understanding the impact of data on researchers, libraries, and institutions as a whole is critical to achieving long-term data preservation, appropriate sharing among communities, and enabling transformative new science.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. This symposium at the John Crerar Library of the University of Chicago provided participants with an understanding of how data is used in real world applications, as well as examples of collaborative efforts between institutions, groups, or individuals specific to collection, use, access, preservation, and overall management of data. Data is captured by computers and instruments on a continual basis, flooding researchers in images, video, audio, logs, simulations, and more. This data is crucial to research, teaching, and learning at academic institutions around the world. Understanding the impact of data on researchers, libraries, and institutions as a whole is critical to achieving long-term data preservation, appropriate sharing among communities, and enabling transformative new science.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. This symposium at the John Crerar Library of the University of Chicago provided participants with an understanding of how data is used in real world applications, as well as examples of collaborative efforts between institutions, groups, or individuals specific to collection, use, access, preservation, and overall management of data. Data is captured by computers and instruments on a continual basis, flooding researchers in images, video, audio, logs, simulations, and more. This data is crucial to research, teaching, and learning at academic institutions around the world. Understanding the impact of data on researchers, libraries, and institutions as a whole is critical to achieving long-term data preservation, appropriate sharing among communities, and enabling transformative new science.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. In an effort to cultivate a culture of assessment amongst University of Michigan (UM) Library instructors, the UM Library's Instructor College (IC) Steering Committee identified assessment as a theme for its 2010-11 programming. IC is a specially focused initiative of the UM University Library (UL) whose goal is to strengthen the instructional skills of library staff with teaching responsibilities and interests, and each year organizes and sponsors a series of instruction-related brown bags, workshops, and presentations to support that goal. With assessment as its 2010-11 theme, the IC invited instruction and assessment experts from around campus, including faculty from the UM Center for Research on Learning and Teaching and the Department of Medical Education, to speak to library staff about formative assessment, learning outcomes, and assessment techniques that are conducive to standard library instruction environments. In conjunction with these IC sponsored sessions, the UL established an Assessment Committee, which developed an online instruction evaluation form for librarians to distribute to attendees of their classes. By using the online form, librarian instructors are able to extract assessment data from all sessions they teach, and can, as a result, use the data to identify trends in attendee responses. This presentation will describe the IC, its activities and programming, and provide a case study of how IC is actively encouraging UM library instructors to incorporate assessment into their teaching.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. The purpose of this presentation is to explore the use of authentic assessment to evaluate learning within the 50 - 90 minute library instruction one-shot classroom. Authentic assessment informs both the learner and the instructor whether learning actually takes place using concrete and observable demonstrations. Authentic assessment shapes all aspects of the teaching and learning experience by requiring instructors to define learning outcomes and to develop clear expectations for the learners' performance and proficiency in advance of instruction. Authentic assessment provides instructors with a reliable feedback loop for assessing the quality of the instruction. Additionally, authentic instruction provides the learner the opportunity to self-assess performance, synthesize, apply new knowledge, and reflect on what they have learned. In the time provided, the presenters will 1) define authentic assessment 2) compare it to more traditional forms of assessment , 3) share 4-5 samples of authentic assessment techniques that can be adapted for use, and 4) present the advantages and challenges of applying authentic assessment in the one-shot classroom. The presenters will focus particularly on the 50-90 one-shot teaching and learning environment where the library faculty member works in collaboration with the classroom faculty member. Participants in this session will leave with a greater appreciation for the value of authentic assessment, the courage to try it, and how to recover gracefully and learn from failure.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Utilizing worksheet and rubric templates to create assessment tools to measure student learning outcomes in library instruction is both effective and efficient. Librarians need not reinvent the wheel in designing assessment instruments when common student learning outcomes are the goal. A template for a worksheet or a rubric can be created and then modified for the specific needs of the librarian. At the University of North Carolina Wilmington, a template for a "research strategy worksheet" was developed to use as an assessment instrument for multiple library instruction sessions. This worksheet has been used for several semesters to assess students' abilities to identify appropriate databases and keywords and to locate books and articles after library instruction has been delivered. Worksheets provide a means for direct assessment and require students to demonstrate achievement of relevant student learning outcomes. In addition, they serve as an active learning exercise for students and help reinforce library instruction concepts. A rubric was also developed to score this worksheet. Using rubrics to score worksheets provides consistency in scoring and helps librarians determine what constitutes student "achievement" after library instruction. Student learning outcomes, the worksheet and rubric templates, and selected assessment results will be shared. A discussion of how the worksheet, rubric, and library instruction activities have been modified over time (“closing the loop”) will also be discussed. Attending librarians can modify the worksheet and rubric to meet the needs of their library instruction program and can easily begin to assess the effectiveness of their library instruction activities.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Librarians hope to affect student achievement by meeting students in the classroom. At University of Wyoming, the number of instruction sessions offered by librarians has increased from 127 sessions in 2001 to 357 sessions in 2009, and our institution is part of a national trend. But does all the time and effort expended on library instruction help students succeed academically? This study will attempt to establish a connection between library instruction and student achievement via a focus group with graduating seniors and a transcript analysis correlating students' library instruction experience to GPA. I hypothesize that seniors who have had library instruction in their sophomore, junior, or senior year (in addition to the expected instruction in their freshman year) will be more successful than students who did not have library instruction after their freshman year. Hopefully, students who attend multiple library instruction sessions at UW succeed, achieve, and learn more than those who do not. Learning more about the student experience via the focus group and analysis of a large sample of senior transcripts will give us more information about which students receive library instruction, at what point they receive it, and how we can improve the library instruction program for students in different programs of study. We are working to create a tiered approach to information literacy teaching, and this study will provide us with some of the information and supporting data we need to make that happen.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. In an effort to cultivate a culture of assessment amongst University of Michigan (UM) Library instructors, the UM Library's Instructor College (IC) Steering Committee identified assessment as a theme for its 2010-11 programming. IC is a specially focused initiative of the UM University Library (UL) whose goal is to strengthen the instructional skills of library staff with teaching responsibilities and interests, and each year organizes and sponsors a series of instruction-related brown bags, workshops, and presentations to support that goal. With assessment as its 2010-11 theme, the IC invited instruction and assessment experts from around campus, including faculty from the UM Center for Research on Learning and Teaching and the Department of Medical Education, to speak to library staff about formative assessment, learning outcomes, and assessment techniques that are conducive to standard library instruction environments. In conjunction with these IC sponsored sessions, the UL established an Assessment Committee, which developed an online instruction evaluation form for librarians to distribute to attendees of their classes. By using the online form, librarian instructors are able to extract assessment data from all sessions they teach, and can, as a result, use the data to identify trends in attendee responses. This presentation will describe the IC, its activities and programming, and provide a case study of how IC is actively encouraging UM library instructors to incorporate assessment into their teaching.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Information Management Competencies: Partnering with Faculty to Assess Information Literacy Skills An inside perspective: Leveraging peer assessment to improve instructional approaches and class design Assessment on the Fly: Using Clickers to Assess Learner Comprehension in Real-Time

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Utilizing worksheet and rubric templates to create assessment tools to measure student learning outcomes in library instruction is both effective and efficient. Librarians need not reinvent the wheel in designing assessment instruments when common student learning outcomes are the goal. A template for a worksheet or a rubric can be created and then modified for the specific needs of the librarian. At the University of North Carolina Wilmington, a template for a "research strategy worksheet" was developed to use as an assessment instrument for multiple library instruction sessions. This worksheet has been used for several semesters to assess students' abilities to identify appropriate databases and keywords and to locate books and articles after library instruction has been delivered. Worksheets provide a means for direct assessment and require students to demonstrate achievement of relevant student learning outcomes. In addition, they serve as an active learning exercise for students and help reinforce library instruction concepts. A rubric was also developed to score this worksheet. Using rubrics to score worksheets provides consistency in scoring and helps librarians determine what constitutes student "achievement" after library instruction. Student learning outcomes, the worksheet and rubric templates, and selected assessment results will be shared. A discussion of how the worksheet, rubric, and library instruction activities have been modified over time (“closing the loop”) will also be discussed. Attending librarians can modify the worksheet and rubric to meet the needs of their library instruction program and can easily begin to assess the effectiveness of their library instruction activities.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Librarians hope to affect student achievement by meeting students in the classroom. At University of Wyoming, the number of instruction sessions offered by librarians has increased from 127 sessions in 2001 to 357 sessions in 2009, and our institution is part of a national trend. But does all the time and effort expended on library instruction help students succeed academically? This study will attempt to establish a connection between library instruction and student achievement via a focus group with graduating seniors and a transcript analysis correlating students' library instruction experience to GPA. I hypothesize that seniors who have had library instruction in their sophomore, junior, or senior year (in addition to the expected instruction in their freshman year) will be more successful than students who did not have library instruction after their freshman year. Hopefully, students who attend multiple library instruction sessions at UW succeed, achieve, and learn more than those who do not. Learning more about the student experience via the focus group and analysis of a large sample of senior transcripts will give us more information about which students receive library instruction, at what point they receive it, and how we can improve the library instruction program for students in different programs of study. We are working to create a tiered approach to information literacy teaching, and this study will provide us with some of the information and supporting data we need to make that happen.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. The purpose of this presentation is to explore the use of authentic assessment to evaluate learning within the 50 - 90 minute library instruction one-shot classroom. Authentic assessment informs both the learner and the instructor whether learning actually takes place using concrete and observable demonstrations. Authentic assessment shapes all aspects of the teaching and learning experience by requiring instructors to define learning outcomes and to develop clear expectations for the learners' performance and proficiency in advance of instruction. Authentic assessment provides instructors with a reliable feedback loop for assessing the quality of the instruction. Additionally, authentic instruction provides the learner the opportunity to self-assess performance, synthesize, apply new knowledge, and reflect on what they have learned. In the time provided, the presenters will 1) define authentic assessment 2) compare it to more traditional forms of assessment , 3) share 4-5 samples of authentic assessment techniques that can be adapted for use, and 4) present the advantages and challenges of applying authentic assessment in the one-shot classroom. The presenters will focus particularly on the 50-90 one-shot teaching and learning environment where the library faculty member works in collaboration with the classroom faculty member. Participants in this session will leave with a greater appreciation for the value of authentic assessment, the courage to try it, and how to recover gracefully and learn from failure.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. In 2009, the University of Chicago Library embarked on a pilot program to integrate library instruction into the Department of History's thesis seminar. As part of the pilot, the Library developed a brief assessment consisting of a pre- and post test of student library research skills. Over the next several months, we tested different versions of the assessment to develop a quick and easy form that could be used in most of our library instruction programs (especially for BA and MA seminars). By encouraging our librarians to use a common assessment tool, we hope to gain a broader picture of library research skills at the University.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. As accreditation bodies have shifted their focus of evaluating the success of institutions of higher learning from input (e.g. volume and pedigree of faculty publications) to outcomes (e.g. measuring levels of student learning), so have academic libraries evolved from institutions tethered to the comfortable familiarity of their physical holdings to steadfast facilitators of an often overwhelming amount of information bombarding users from myriad external sources, with availability often trumping authority for the novice researcher. Central to the success of the academic library's standing in this ever-expanding information landscape vis-à-vis its pedagogical mission is the effectiveness of the design and delivery of information literacy skills through library instruction. By evaluating the pre- and post-outcomes assessment data of more than 2000 undergraduate students enrolled in freshman English composition and the subsequent multidisciplinary writing-intensive course it feeds into, this presentation will examine the peaks and valleys, hits and misses that one mid-sized, urban academic library experienced during its first-year implementing curriculum-integrated information literacy instruction. Working in partnership with English Department and other teaching faculty, the Library designed its linked outcomes assessment to measure the effectiveness of a heightened Library instruction presence aimed at increasing student information literacy skills at the introductory research level. Incorporating valuable lessons learned from this initial year, the Library will endeavor to increase both the level of integration in its institution's core curricula and the degree of effectiveness in helping students become information literate.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. When it comes to assessment, librarians largely fall back on traditional value-added or quantitative assessment measures. However, these assessments frequently fail to demonstrate a marked impact on student learning based on specific course, programmatic, or institutional outcomes. Reflective writing prompts offer a perfect answer to this conundrum. When embedded in student coursework, reflection offers a unique opportunity for students to express, in their own words, their learning and search processes. Through reflective writing students will better internalize their own work flow and think more critically about their work. However, real learning cannot be assessed without a representative product. Journaling provides such a product and a golden opportunity for librarians to explore real student learning through coding journal responses. Additionally, such assessments may improve librarian input in the assessment process as information from reflective writing can be used in real-time to adapt course material to the unique challenges of individual classes, along with after course completion to improve the course for subsequent presentations. The presentation will introduce participants to the use of reflective writing prompts in information literacy instruction sessions. Participants will also have the opportunity to develop their own prompts for student reflective writing, discuss the process of coding responses, and review approaches for developing faculty and librarian partnerships.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Information Management Competencies: Partnering with Faculty to Assess Information Literacy Skills An inside perspective: Leveraging peer assessment to improve instructional approaches and class design Assessment on the Fly: Using Clickers to Assess Learner Comprehension in Real-Time

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. In 2009, the University of Chicago Library embarked on a pilot program to integrate library instruction into the Department of History's thesis seminar. As part of the pilot, the Library developed a brief assessment consisting of a pre- and post test of student library research skills. Over the next several months, we tested different versions of the assessment to develop a quick and easy form that could be used in most of our library instruction programs (especially for BA and MA seminars). By encouraging our librarians to use a common assessment tool, we hope to gain a broader picture of library research skills at the University.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. As accreditation bodies have shifted their focus of evaluating the success of institutions of higher learning from input (e.g. volume and pedigree of faculty publications) to outcomes (e.g. measuring levels of student learning), so have academic libraries evolved from institutions tethered to the comfortable familiarity of their physical holdings to steadfast facilitators of an often overwhelming amount of information bombarding users from myriad external sources, with availability often trumping authority for the novice researcher. Central to the success of the academic library's standing in this ever-expanding information landscape vis-à-vis its pedagogical mission is the effectiveness of the design and delivery of information literacy skills through library instruction. By evaluating the pre- and post-outcomes assessment data of more than 2000 undergraduate students enrolled in freshman English composition and the subsequent multidisciplinary writing-intensive course it feeds into, this presentation will examine the peaks and valleys, hits and misses that one mid-sized, urban academic library experienced during its first-year implementing curriculum-integrated information literacy instruction. Working in partnership with English Department and other teaching faculty, the Library designed its linked outcomes assessment to measure the effectiveness of a heightened Library instruction presence aimed at increasing student information literacy skills at the introductory research level. Incorporating valuable lessons learned from this initial year, the Library will endeavor to increase both the level of integration in its institution's core curricula and the degree of effectiveness in helping students become information literate.

If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. When it comes to assessment, librarians largely fall back on traditional value-added or quantitative assessment measures. However, these assessments frequently fail to demonstrate a marked impact on student learning based on specific course, programmatic, or institutional outcomes. Reflective writing prompts offer a perfect answer to this conundrum. When embedded in student coursework, reflection offers a unique opportunity for students to express, in their own words, their learning and search processes. Through reflective writing students will better internalize their own work flow and think more critically about their work. However, real learning cannot be assessed without a representative product. Journaling provides such a product and a golden opportunity for librarians to explore real student learning through coding journal responses. Additionally, such assessments may improve librarian input in the assessment process as information from reflective writing can be used in real-time to adapt course material to the unique challenges of individual classes, along with after course completion to improve the course for subsequent presentations. The presentation will introduce participants to the use of reflective writing prompts in information literacy instruction sessions. Participants will also have the opportunity to develop their own prompts for student reflective writing, discuss the process of coding responses, and review approaches for developing faculty and librarian partnerships.