Library Instruction Assessment in Academic Libraries
No Access Until
Determining 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.
Journal / Series
Volume & Issue
This version is a postprint of the formally published paper of the same title.
information literacy; assessment; evaluation; academic libraries
Number of Workers
Based on Related Item
Has Other Format(s)
Part of Related Item
Link(s) to Related Publication(s)
Link(s) to Reference(s)
Previously Published As
Tancheva, K., C. Andrews, and G.S. Steinhart. 2007. Library Instruction Assessment in Academic Libraries. Public Services Quarterly 3(1/2): 29-56.