• Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance

      Booth, Char; Lowe, M. Sara; Tagge , Natalie; Stone, Sean M.; 0000-0001-6200-8217 (2015-07)
      The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of “authentic” assessment in determining actual learning outcomes. This mixed-methods study presents findings in each area and examines their implications for effective IL course collaborations.
    • Integrating an Information Literacy Quiz into the Learning Management System

      Lowe, M. Sara; Booth, Char; Tagge , Natalie; Stone, Sean M.; 0000-0001-6200-8217 (2014)
      The Claremont Colleges Library Instruction Services Department 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.
    • Visual Curriculum Mapping: Charting the Learner Experience

      Booth, Char; Chappell, Alexandra; Lowe, M. Sara; Stone, Sean M.; Tagge , Natalie; 0000-0001-6200-8217 (2013-06)