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The Amazing Library Race: tracking student engagement and learning comprehension in library orientations

Journal of Information Literacy

ISSN 1750-5968 Volume 9 Issue 1 June 2015 Article

Boss, K., Angell, K. and Tewell, E. 2015.

The Amazing Library Race: tracking student engagement and learning comprehension in library orientations. Journal of Information Literacy, 9(1), pp. 4-14. http://dx.doi.org/10.11645/9.1.1885

Abstract

Seeking to introduce first-year students to library resources and services in an engaging way, an orientation titled The Amazing Library Race (ALR) was developed and implemented at a university library. Informed by the pedagogy of problem-based learning, the ALR asks students to complete challenges regarding different departments and services. This study assesses this initiative’s success using observational and artifact-based data, addressing the challenging prospect of evaluating the impact of library orientation sessions. Two rubrics were developed to measure student involvement and student learning comprehension. More than 14 hours of in-class observations were used to track engagement, and 64 artifacts of student learning were collected and coded to evaluate learning comprehension. After coding, interrater reliability was established using the intraclass correlation coefficient to establish the validity of the ratings. This paper will outline these methodologies, present the results of the data analysis, and discuss the possibilities and difficulties of measuring student engagement in information literacy instruction centred upon active learning.”

Copyright for the article content resides with the authors, and copyright for the publication layout resides with the Chartered Institute of Library and Information Professionals, Information Literacy Group.  These Copyright holders have agreed that this article should be available on Open Access. “By ‘open access’ to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.” Chan, L. et al 2002. Budapest Open Access Initiative. New York: Open Society Institute. Available at: http://www.soros.org/openaccess/read.shtml [Retrieved 22 January 2007]. Boss, Angell & Tewell. 2015. Journal of Information Literacy, 9(1). http://dx.doi.org/10.11645/9.1.1885 4 The Amazing Library Race: tracking student engagement and learning comprehension in library orientations Katherine Boss, Librarian for Journalism, Media, Culture and Communication, New York University Libraries. E-mail: [email protected] Katelyn Angell, Reference and Instruction Librarian, Long Island University. Email: [email protected] Eamon Tewell, Reference and Instruction Librarian, Long Island University. Email: [email protected]

 

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Posted on: June 22, 2015, 6:13 am Category: Uncategorized

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