May: Online Workshop for Academic Librarians

The Colorado Academic Library Association (CoALA) is sponsoring an online workshop May 10, 2013.

The workshop will have 3 presentations, and participants will register for each presentation separately. Pick 1, 2, or 3 to participate in on May 10. Each presentation costs $10 for members of the Colorado Association of Libraries or $15 for non-members. Register at http://www.cal-webs.org/events/event_details.asp?id=315491

The presentations, given by librarians from Colorado, North Carolina, and California are:

Presentation 1

7:30 AM 

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8:00-8:05 AM

Welcome

8:05-9:35 AM

The Three Googles: How I teach Google in an Academic Setting                       

Christopher C. Brown, University of Denver Penrose Library

While students are usually told not to use Google for academic purposes, many students start with Google anyway. In fact, Google is an excellent starting point for the advanced searcher, if equipped with the proper Google searching skills. This presentation will show how I teach Google Web, Google Scholar, and Google Books for undergraduate and graduate level research.

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Presentation 2

10:00 AM

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10:30-10:35 AM

Welcome

10:35 AM - 12:05 PM

Advances in Library Impacts Research

Dr. Derek Rodriguez, DRC Research, North Carolina

Making connections between library use and undergraduate student learning outcomes remains a big challenge in library assessment. Recent advances in two areas show promise for addressing this gap.

New student learning outcomes frameworks, such as the AAC&U’s Essential Learning Outcomes and products of Lumina Foundation funded Tuning initiatives, have emerged in the past five years to define common expectations for undergraduate student learning. These frameworks can guide assessment of student learning within academic programs and help communicate student competencies across institutions. Academic libraries can leverage these new frameworks in their assessment efforts, but they must overcome perceived barriers to accessing student performance data and gathering individual student level data.

This session will introduce the concept of using student learning outcomes frameworks in library impacts research and present examples from current projects that are overcoming perceived barriers to gathering appropriate evidence to make connections between library use and student learning outcomes.

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Presentation 3

1:30 PM

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2:00-2:05 PM

Welcome

2:05-3:35 PM

Quick Writes to the Rescue! Assessing Student Learning through Direct Evidence

Dr. Henri Mondschein, California Lutheran University

Discover an efficient approach to gathering and analyzing direct evidence of student learning using “quick writes.” The instructor will show how creating brief “quick writes” and the use of scoring rubrics are used for gathering authentic assessment for direct evidence of student learning. Participants will practice aligning information literacy outcomes based on ACRL standards to quick writes. They will also analyze assessment data, interpret results and draw conclusions about student learning. Participants will also learn how to adapt survey tools such as Survey Monkey, or Qualtrics to create assessments. Participants will leave the workshop with practical skills for creating authentic assessments. They will also have a model for creating an information literacy curriculum map and gain a broader understanding of assessing information literacy competencies at their institutions.