ERIC Number: EJ1164120
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Using Formative & Summative Assessment to Evaluate Library Instruction in an Online First Year Writing Course
Haber, Natalie; Mitchell, Tiffany N.
Journal of Library & Information Services In Distance Learning, v11 n3-4 p300-313 2017
Ensuring quality library instruction in an online-exclusive First Year Writing (FYW) course is important and challenging. Assessing what the students learned and how is equally important. The authors collaborate and co-teach the information literacy portion of an online-exclusive second semester FYW course at the University of Tennessee at Chattanooga. To teach information literacy skills, the authors developed tutorial videos, worksheets, and a Librarian AMA (Ask Me Anything) discussion forum for the students. The authors completed formative and summative assessments to measure the efficacy of the activities. This article explores their assessment, findings, and recommendations.
Descriptors: Formative Evaluation, Summative Evaluation, Library Instruction, Online Courses, Freshman Composition, Information Literacy, Student Evaluation, Video Technology, Worksheets, Discussion Groups, College Freshmen, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Tennessee (Chattanooga)
Grant or Contract Numbers: N/A