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Central Michigan University Scholarly & Creative Works > CMU Faculty/Staff Research > 2008, Conference Proceedings

How Does a Pre-Assessment of Off-Campus Students' ..., 2008

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Title How Does a Pre-Assessment of Off-Campus Students' Information Literacy Affect the Effectiveness of Library Instruction?
Date 2008
Material Type Conference Proceedings
Creator/Author Casey, Anne Marie, Central Michigan University Libraries
Additional Contributors Ivanitskaya, Lana, Herbert H. and Grace A. Dow College of Health Professions; DuFord, Susan, Central Michigan University; Craig, Monica, Central Michigan University Libraries Off-campus Library Services
Publisher Central Michigan University
Copyright Copyright 2008 by Anne Marie Casey, Lana Ivanitskaya, Susan DuFord, and Monica Craig. Intellectual Property Rights owned by Anne Marie Casey, Lana Ivanitskaya, Susan DuFord, and Monica Craig. This material is copyrighted, and any further reproduction or distribution is prohibited without the permission of the copyright owner.
Subject RRSA; Information literacy; Outcome effectiveness; Instructional effectiveness; Information literacy -- Ability testing; Library orientation for college students; Academic libraries -- Off-campus services; Educational tests and measurements;
Description This study investigates the impact pre-tests have on the effectiveness of library instruction when students are given feedback on their pre-test performance. Librarians and academic faculty partnered to measure library instruction outcomes in two Master's degree classes. The Research Readiness Self-Assessment (RRSA) was used as a pre-test (before instruction) and a post-test (after instruction) in Class 1 and as a post-test only in Class 2. Students who completed both tests performed significantly better on a post-test, earning higher scores on obtaining information and overall information literacy. They reported greater library/research experience and less reliance on browsing. Compared to students who did not take a pre-test, students who received pre-test-based feedback had higher scores on library/research experience and lower scores on reliance on browsing. To enhance the effectiveness of library instruction, students can be given pre-test-based feedback that compares their actual and perceived literacy and encourages the use of library databases.
Source Casey, A.M., Ivanitskaya, L., DuFord, S.,and Craig, M., (2008) Off-Campus Library Services Conference, Mathson, S. M., & Garrison, J. A. The Thirteenth Off-Campus Library Services Conference proceedings. Mt. Pleasant, MI: Central Michigan University, 187-198.
Language English
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