Assessing a Library’s Support for Overlooked Components of a University’s Learning Culture

• Hufford, Jon R. ^[1]
  1. [1] Texas Tech University

     Texas Tech University

     Estados Unidos

     
• Localización: Information Literacy in the Workplace / Serap Kurbanoğlu (ed. lit.), Joumana Boustany (ed. lit.), Sonja Špiranec (ed. lit.), Esther S. Grassian (ed. lit.), Diane Mizrachi (ed. lit.), Loriene Roy (ed. lit.), 2018, ISBN 978-3-319-74333-2, págs. 769-780
• Idioma: inglés
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• Resumen

  • The three-year inquiry focuses on assessing the size of a university library’s support for engaged-learning courses and for student populations. In doing this, it models an effective way to obtain data from campus information systems. The inquiry’s research questions are, how can libraries identify courses where the library supports engaged-learning courses, and how can libraries target their efforts for maximum impact on student learning in overlooked components of the campus’ learning culture. Focused questions serving as data-gathering goals to answer the research questions are, how many students enrolled in these courses, and how many students in each class year passed a course each semester with a library assignment. Analysis of data collected can result in additional studies providing comprehensive assessments of the library’s effect on student-learning outcomes. Among other things, the inquiry found 22% of students enrolled during the study took part in engaged learning involving a library assignment.