An action plan for outcomes assessment in your library için kapak resmi


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E-Kitap 1382862-1001 Z675 .U5 H54 2002 ALA E-Kitap Koleksiyonu

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"How have users of our library changed as a direct result of their contact with our collections and services?"
--from the Preface

This book will help you to not only answer this question, but also prove your findings. Walking you through the process of assessing if and how well students and library users are learning from educational resources, two expert academic library experts team up to provide An Action Plan for Outcomes Assessment in Your Library. This comprehensive plan, the first of its kind and specifically for librarians, provides data collection tools for measuring both learning and research outcomes that link outcomes to user satisfaction. After all, it is the users who will benefit from learning, and so their experiences are integral to the way libraries measure their services and performance.

This practical, how-to manual, with detailed case studies from actual outcomes assessment programs, will prepare you to:

Plan an outcomes assessment strategy for your library that is in line with accrediting guidelines Execute your plan by identifying user needs, collecting and analyzing data, and presenting your findings Measure the value of the services you are providing and identify areas for improvement

Armed with hands-on tools and real-life examples, you will be inspired to get a handle on how successful your services are in the context of what your students and users need and want. Included are policies of major accrediting bodies for higher education, guidelines developed by the Association for Research and College Libraries, and a chapter that applies academic library outcomes assessment to public libraries.

Libraries can maintain accreditation and funding, assess student and user learning, and determine the library's role in graduate and faculty research as they demonstrate their effectiveness using outcomes assessment. This innovative action plan provides tools and data collection instruments that is based on the latest research and adaptable to any type of library.

İncelemeler 2

Kitap Listesi Değerlendirmesi

Student outcomes are the focus of educational evaluation today. Taking those outcomes and using them for assessment is the task detailed in this volume. Written for the academic library, it offers a challenge to the public library to consider it as a tool for accountability and direction of service. The text leads the reader from theory and the policies of accreditation agencies to preparation, information gathering, and reporting of results. Guidelines and examples are provided for employing the research process during information gathering. Properly formulated, the assessments should translate into quality service and better integration with the library's community. The appendixes add examples of criteria, assessments, and components carried out in selected academic libraries. The variety of lucid steps and models is the strength of this book. Any library that is required or plans to conduct an outcome assessment would do well to look at this action plan. --Marilyn Long

"School Library Journal" İncelemesi

Anyone planning to write grant proposals must understand outcome-assessment strategies. The authors feel that much of the literature on learning, research, and operational outcomes assessment is "outside the realm of library and information science." Data-collection methods, adaptable to local needs, are included. There are some splendid questions raised by the Western Association of Schools and Colleges accreditation standards. "How does the institution ensure that its members develop the critical information literacy skills needed to locate, evaluate, and responsibly use information? How does it utilize the special skills of information professionals to support teaching, learning, and information technology planning?" The chapter on "Service Quality and Satisfaction" begins with a quotation from Danuta A. Nitecki from the Journal of Academic Librarianship: "A measure of library quality based solely on collections has become obsolete." This reinforces a core value of the Information Power philosophy. Appendixes include criteria for accreditation from Southern Association of Colleges and Schools, Student Learning Outcomes, Information Literacy definitions, and other research components. (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.


Sudip Bhattacharjee and Lewis Shaw
Figuresp. vii
Prefacep. ix
Acknowledgmentsp. xi
1 A New Day Is Herep. 1
Accountabilityp. 1
Terminologyp. 2
Regional Accrediting Agencies and Assessment Requirementsp. 4
Regional Accrediting Agency's Standards Applied to Academic Librariesp. 11
2 Assessment Plans, Reports, and Guides in Institutions of Higher Educationp. 18
Guides Developed by Institutions to Assist in Assessment Planningp. 18
Assessment Plans and Reportsp. 21
Academic Libraries and University Assessment Planningp. 24
3 Developing an Assessment Plan for Measuring Student Learning Outcomesp. 29
Recognizing the Need for an Assessment Plan for Student Learning Outcomesp. 29
Identifying the Processes and Components of an Assessment Plan for Student Learning Outcomesp. 33
Creating the First Student Learning Outcomes Assessment Plan for the Sawyer Libraryp. 35
Creating the First Faculty Support Outcomes Assessment Plan for the Sawyer Libraryp. 38
4 Information Literacy Assessment Efforts of Some Academic Librariesp. 43
Some Libraries Accepting the Call for Assessmentp. 44
Examples of Assessment Plans for University Librariesp. 48
5 Moving Public Libraries toward Outcomes Assessmentp. 56
Accountabilityp. 56
Performance Measures and Standardsp. 58
Outputs to Outcomes: What Will Be Different for the User?p. 60
6 Outcomes as a Type of Assessmentp. 64
Outcomes Definedp. 66
Not Limiting Outcomes to Studentsp. 68
The Balanced Scorecardp. 68
Measuresp. 69
Phrasing Outcomesp. 71
Distinguishing between Objectives and Outcomesp. 72
Some Ways to Explore Outcomesp. 73
Public Library Outcomesp. 74
Best Practicesp. 77
Assessment Planp. 77
7 The Research Processp. 80
Stage 1 Reflective Inquiryp. 81
Stage 2 Proceduresp. 86
Stage 3 Data Collection, Analysis, and Interpretationp. 98
Stage 4 Presentation of Findings and Use of the Data Collectedp. 99
8 Evidence Demonstrating the Achievement of Outcomesp. 101
Often-Used Measures (but Not outcomes)p. 102
Easy-to-Gather Indicatorsp. 102
Higher Order and Lower Order Outcomesp. 103
Data Collectionp. 104
Illustrations of the Choice of Methodsp. 111
Preparing to Use the Data Collectedp. 115
9 Service Quality and Satisfactionp. 119
Service Qualityp. 121
Satisfactionp. 128
Conducting a Service Quality or Satisfaction Studyp. 128
10 Making a Commitment to Accountability and Learning Outcomes Assessmentp. 133
Learning Assessment--an Imperfect Sciencep. 135
What Will Be Good Enough?p. 135
The Need to Clarify Terminologyp. 136
Setting Prioritiesp. 137
A Taxonomy of Faculty and Library Relationshipsp. 137
Public Libraries and Assessmentp. 138
A Challengep. 139
A. Southern Association of Colleges and Schools, 1998 Criteria for Accreditation, Section V: Educational Support Servicesp. 141
B. Mildred F. Sawyer Library Student Learning Outcomes Assessment Plan for Information Literacyp. 143
C. Mildred F. Sawyer Library Faculty Support Outcomes Assessment Planp. 147
D. Information Literacyp. 149
E. 1999-2000 Freshmen Pre/Posttest from the Daniel Library, The Citadelp. 151
F. 2000-2001 Freshmen Pre/Posttest from the Daniel Library, The Citadelp. 153
G. History 203, Student Research Survey from the Daniel Library, The Citadelp. 155
H. Information Literacy Standards, Performance Indicators, and Outcomesp. 157
I. Example of Research Componentsp. 161
J. Enhancing Skills through Technology: A Project for Advanced Accounting Studentsp. 170
Some Recommended Resourcesp. 183
Indexp. 189