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Complex questions, evolving answers: Creating a multidimensional assessment strategy to build support for the “teaching library”

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dc.creator McMillen, Paula S.
dc.creator Deitering, Anne-Marie
dc.date.accessioned 2007-07-23T14:24:25Z
dc.date.available 2007-07-23T14:24:25Z
dc.date.issued 2007
dc.identifier.citation McMillen, P. & Deitering, A-M. (2007). Complex questions, evolving answers: Creating a multidimensional assessment strategy to build support for the “teaching library." Public Services Quarterly, 3 (1/2), in press en
dc.identifier.uri http://hdl.handle.net/1957/6143
dc.description.abstract Since 2001, librarians at Oregon State University’s Valley Library have been working to build a “teaching library” supported by a clearly articulated instruction program. From the start, we believed that we needed to assess the “teaching library’s” impact, not only to determine the success or failure of our efforts but also to demonstrate the need for intentional, proactive information literacy instruction on our campus. No single assessment tool or method proved adequate to effectively measure student learning happening both inside and outside the library. We describe our evolving, multi-pronged approach to measuring the impact of the library on student learning in the context of current assessment practices in academic libraries and higher education. en
dc.format.extent 100864 bytes
dc.format.mimetype application/msword
dc.language.iso en_US en
dc.publisher Haworth Press en
dc.relation.ispartofseries Public Services Quarterly
dc.relation.ispartofseries Vol. 3 no. 1/2
dc.subject teaching library en
dc.subject assessment en
dc.subject collaboration en
dc.subject library instruction en
dc.subject information literacy en
dc.subject learning outcomes en
dc.subject student learning en
dc.title Complex questions, evolving answers: Creating a multidimensional assessment strategy to build support for the “teaching library” en
dc.type Article en


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