• A Pragmatic and Flexible Approach to Information Literacy: Findings from a Three-Year Study of Faculty-Librarian Collaboration

      Junisbai, Barbara; Lowe, M. Sara; Tagge , Natalie; 0000-0001-6200-8217 (2016-07-15)
      While faculty often express dismay at their students' ability to locate and evaluate secondary sources, they may also be ambivalent about how to (and who should) teach the skills required to carry out quality undergraduate research. This project sought to assess the impact of programmatic changes and librarian course integration on students' information literacy (IL) skills. Using an IL rubric to score student papers (n = 337) over three consecutive first-year student cohorts, our study shows that when faculty collaborate with librarians to foster IL competencies, the result is a statistically significant improvement in students' demonstrated research skills. Our study also reveals a collaboration “sweet spot”: the greatest gains accrue when librarians provide moderate input into syllabus and assignment design, followed by one or two strategically placed hands-on library sessions. Successful collaboration thus need not entail completely overhauling content courses so as to make library instruction the centerpiece. Quite the opposite, librarians can help reduce the potential burden on faculty by supporting discipline- and course-specific research goals, as well as by sharing resources and best practices in IL pedagogy.
    • Constructive destruction: Examining the life cycle of texts through RE:BOOK

      Tagge , Natalie; Booth, Char; 0000-0001-6200-8217 (2013-09)
    • 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.
    • Easy Steps to Building a Systematic Review Service: A Course for All Health Sciences Librarians

      Tagge , Natalie; Pierce, Jenny; Roth, Stephanie; 0000-0001-5415-1718; 0000-0001-6200-8217; 0000-0002-1045-0027 (2019-05)
    • 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.
    • Leveraging accreditation to integrate sustainable information literacy instruction into the medical school curriculum

      Tagge , Natalie; 0000-0001-6200-8217 (2018-07-02)
      Background: While the term “information literacy” is not often used, the skills associated with that concept are now central to the mission and accreditation process of medical schools. The simultaneous emphasis on critical thinking skills, knowledge acquisition, active learning, and development and acceptance of technology perfectly positions libraries to be central to and integrated into the curriculum. Case Presentation: This case study discusses how one medical school and health sciences library leveraged accreditation to develop a sustainable and efficient flipped classroom model for teaching information literacy skills to first-year medical students. The model provides first-year medical students with the opportunity to learn information literacy skills, critical thinking skills, and teamwork, and then practice these skills throughout the pre-clerkship years. Conclusions: The curriculum was deemed a success and will be included in next year’s first-year curriculum. Faculty have reported substantial improvements in the information sources that first-year medical students are using in subsequent clinical reasoning conferences and in other parts of the curriculum. The effectiveness of the curriculum model was assessed using a rubric.
    • Librarians Flip Out: Leveraging librarian's skills to teach self-directed learning competencies

      Tagge , Natalie; Pierce, Jenny; 0000-0001-6200-8217; 0000-0002-1045-0027 (2018-02)
    • Transforming the Systematic Review Service

      Roth, Stephanie; Tagge , Natalie; 0000-0001-5415-1718; 0000-0001-6200-8217 (2018-05)
    • Using mixed methods evaluation data to improve an anesthesiology resident research curriculum

      Tagge , Natalie; Roth, Stephanie; Pierce, Jenny; 0000-0001-6200-8217; 0000-0001-5415-1718; 0000-0002-1045-0027 (2019-05)
    • 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)