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dc.creatorBooth, Char
dc.creatorLowe, M. Sara
dc.creatorTagge , Natalie
dc.creatorStone, Sean M.
dc.date.accessioned2020-04-22T15:29:07Z
dc.date.available2020-04-22T15:29:07Z
dc.date.issued2015-07
dc.identifier.citationBooth, C., Lowe, M., Tagge, N., & Stone, S. (2015). Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance. College & Research Libraries, 76(5), 623-651. doi:https://doi.org/10.5860/crl.76.5.623
dc.identifier.issn2150-6701
dc.identifier.doihttp://dx.doi.org/10.34944/dspace/58
dc.identifier.urihttp://hdl.handle.net/20.500.12613/71
dc.description.abstractThe 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.
dc.format.extent29 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofTemple University Libraries
dc.relation.haspartCollege & Research Libraries, Vol. 76, No. 5
dc.relation.isreferencedbyAssociation of College & Research Libraries, a division of the American Library Association
dc.rightsAttribution-NonCommercial CC BY-NC
dc.rights.urihttp://creativecommons.org/licenses/by-nc/3.0/
dc.titleDegrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance
dc.typeText
dc.type.genreArticle (Other)
dc.description.departmentTemple University (Health Sciences Center Campus). Library
dc.relation.doihttps://doi.org/10.5860/crl.76.5.623
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.creator.orcid0000-0001-6200-8217
dc.temple.creatorTagge, Natalie
refterms.dateFOA2020-04-22T15:29:07Z


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