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• 1. [Article] Integrating an Information Literacy Quiz into the Learning Management System

  The [Library Name] [Department Name] developed a Quiz that could be integrated into the consortial learning management software to accompany a local online, open-source IL tutorial. The Quiz is integrated ...

  Citation × Citation Citation Abstract Copy Title: Integrating an Information Literacy Quiz into the Learning Management System Author: Lowe, M., Booth, Char, Tagge, Natalie, Stone, Sean Year: 2014 The [Library Name] [Department Name] developed a Quiz that could be integrated into the consortial learning management software to accompany a local online, open-source IL tutorial. The Quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving buy-in at the faculty and student level. Piloted in nine first-year classes in Fall 2012 then revised and launched in Spring 2013, the Quiz has given the Library valuable assessment data on first-year student IL skills and enhanced the ability of teaching librarians to tailor their instruction to student performance. Title: Integrating an Information Literacy Quiz into the Learning Management System Author: Lowe, M., Booth, Char, Tagge, Natalie, Stone, Sean Year: 2014 The [Library Name] [Department Name] developed a Quiz that could be integrated into the consortial learning management software to accompany a local online, open-source IL tutorial. The Quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving buy-in at the faculty and student level. Piloted in nine first-year classes in Fall 2012 then revised and launched in Spring 2013, the Quiz has given the Library valuable assessment data on first-year student IL skills and enhanced the ability of teaching librarians to tailor their instruction to student performance. Close

• 2. [Article] More = Better: A Rubric-Based Evaluation of Librarian Course Collaborations at the First Year

  In the summer of 2013, the Claremont Colleges Library undertook a rubric-based assessment of Pitzer College First-Year Seminar papers to determine if librarian course interventions had an impact on information ...

  Citation × Citation Citation Abstract Copy Title: More = Better: A Rubric-Based Evaluation of Librarian Course Collaborations at the First Year Author: Tagge, Natalie, Lowe, Sara, Booth, Char, Stone, Sean Year: 2014 In the summer of 2013, the Claremont Colleges Library undertook a rubric-based assessment of Pitzer College First-Year Seminar papers to determine if librarian course interventions had an impact on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian collaboration in two distinct areas (research instruction and/or faculty syllabus consultation) had a marked and statistically significant impact on student IL skills. This presentation will discuss our findings and suggest strategies at the individual and program level that contribute to effective course collaboration frameworks in the first year and beyond. These include outcomes-focused teaching, ongoing professional development for faculty and librarians, and intentional communities of practice, all of which provide a bridge across diverse syllabi and subjects while preserving the individuality of librarian pedagogy. Title: More = Better: A Rubric-Based Evaluation of Librarian Course Collaborations at the First Year Author: Tagge, Natalie, Lowe, Sara, Booth, Char, Stone, Sean Year: 2014 In the summer of 2013, the Claremont Colleges Library undertook a rubric-based assessment of Pitzer College First-Year Seminar papers to determine if librarian course interventions had an impact on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian collaboration in two distinct areas (research instruction and/or faculty syllabus consultation) had a marked and statistically significant impact on student IL skills. This presentation will discuss our findings and suggest strategies at the individual and program level that contribute to effective course collaboration frameworks in the first year and beyond. These include outcomes-focused teaching, ongoing professional development for faculty and librarians, and intentional communities of practice, all of which provide a bridge across diverse syllabi and subjects while preserving the individuality of librarian pedagogy. Close