Skip to Main Content

Library Instruction: Assessment

This guide helps faculty and others know about our instruction program and goals

Assessment

Assessment and Evaluation

Program assessment includes a variety of methods and measures. In addition to informal feedback, participants are asked to give feedback at the institution level using the institution's course evaluation survey.

Course-related instruction The library offers course-related instruction sessions taught by librarians. These sessions may be general or discipline-specific. They are usually initiated by the course instructor and may incorporate a predetermined assignment emphasizing a particular information literacy competency or competencies.

Assessment: Faculty instruction session evaluation form; Student instruction session evaluation form; librarian Peer-evaluation form

Workshops – Various workshops are offered throughout the semester on a range of topics and research tools. These are geared toward a variety of populations including graduate students, international students, research teams, staff, and faculty. They are general in nature or discipline-specific, and cover any of the ACRL Information Literacy Competency Standards.

Assessment:  Surveys

Individual consultation − In this model, librarians meet with students and faculty individually by appointment to provide in depth help with a variety of general and subject specific research needs.

Assessment: Informal feedback

 Online Instructional Tools/E-Learning (LibGuides) — The main advantage of online tools is that learning opportunities are available to students at point of need, 24/7, anywhere in the world.

Assessment:  Google Analytics; LibGuides internal analytics

SWOT

SWOT ANALYSIS
Instruction Program 2018

S T R E N G T H S

  • Strong relationships with faculty and administration
  • Librarians are collaborative
  • The campus community is eager to learn
  • More stakeholders are developing more flexible thinking in relation to change across campus
  • Library faculty and staff are willing to take on new challenges

W E A K N E S S E S

  • Capacity issues
  • Limited resources
  • Concerns about change sustainability Institutional growing pains
  • Incorrect assumptions that instruction is assigned to only one person

O P P O R T U N I T I E S

  • Energy and momentum propelling the institution growth and expansion Provost is very supportive of information literacy initiatives
  • Information literacy competency is an institutional outcome and will be assessed during accreditation
  • Rapid growth in full time enrollment Librarians have excellent credibility and are recognized as faculty partners across campus
  • Restructuring of the general education program

T H R E A T S

  • Heavy workloads could mean frustration and librarian burn out
  • Competing demands on time, energy, and budget
  • Danger of doing a lot, but not doing it well as a result of workload and demands
  • Outlying stakeholders – Some feel more comfortable maintaining the status quo and do not understand necessity and benefit of change

C o m p i l e d    b y

Kelly Peterson-Fairchild, Library Dean Kelly.Peterson-Fairchild@utahtech.edu

Dianne M. Aldrich, Head of Public Services Aldrich@dixie.edu