English 111 faculty members are required to bring in their classes for a library instruction session. For AY2016, librarians redesigned the previous library instruction program and created a new model to deliver these sessions.
In order to assess student learning in this new model of teaching, librarians analyzed library instruction activities and student reflections as well as a survey that was sent out to faculty members that taught English 111. This report summarizes the results of the librarians’ assessment efforts.
This assessment strengthens the library instruction sessions for the ENGL 111 courses because assesses what students learned in the session, what students thought of the sessions, and what faculty thought about the sessions. This plan put into place learning outcomes that focus on information literacy for students who attended library instruction with their ENGL 111 course and assessed whether students met these learning outcomes at the end of the session. The assessments ensure that student learning of information literacy is at the center of library instruction.
Assessment for learning theory states that “good teaching is inseparable from good assessing” (Wiggins, 1996, p. V-6: 8). As a part of this plan, the library integrated learning activities that can be used for assessment purposes since assessments should be tools for learning.
