Show simple item record

dc.contributor.authorTancheva, Kornelia
dc.contributor.authorAndrews, Camille
dc.contributor.authorSteinhart, Gail
dc.identifier.citationTancheva, K., C. Andrews, and G.S. Steinhart. 2007. Library Instruction Assessment in Academic Libraries. Public Services Quarterly 3(1/2): 29-56.en_US
dc.descriptionThis version is a postprint of the formally published paper of the same title.en_US
dc.description.abstractDetermining the best methods of assessment for a library instruction program in a large research university can be a challenging task. Albert R. Mann Library at Cornell University Library has pilot tested three methods of formative and summative assessment for its library instruction program— attitudinal, outcomes-based, and gap-measure—and determined not only key areas of improvement for the program, but also the benefits and drawbacks of each method of assessment. Attitudinal assessment has guided program improvement in areas of marketing and user satisfaction but does not provide the measurement of learning that outcomes-based assessment covers. The latter can be difficult to achieve in single-session, short-term instruction, while gap-measure assessment can provide a more nuanced view of both patron and instructor attitudes toward learning outcomes, if not actual data on achievement on the objectives themselves. The authors have determined that a combination of these three different types of assessment can address the shortcomings of a single method alone and provide a better measure of the program as a whole.en_US
dc.publisherHaworth Pressen_US
dc.subjectinformation literacyen_US
dc.subjectacademic librariesen_US
dc.titleLibrary Instruction Assessment in Academic Librariesen_US

Files in this item


This item appears in the following Collection(s)

Show simple item record