Collaborative Information Literacy Assessments

Strategies for Evaluating Teaching and Learning

Edited by Thomas P. Mackey and Trudi E. Jacobson

Use these eight original models for assessment based on best practices to help you form effective collaborations with faculty.

ISBN: 9781555706937
Published: 2009
6 x 9 | 242 pp. | $90.00

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OVERVIEW

REVIEWS

ABOUT THE AUTHOR

Constructive partnerships between academic librarians and faculty play a crucial role in effectively assessing and improving information literacy efforts. Collaboration is not just a nice idea; it is essential to improving the value of library services, personnel, and instruction. Here, highly respected editors Thomas P. Mackey and Trudi E. Jacobson, whose previous works include Information Literacy Collaborations That Work (2007) and Using Technology to Teach Information Literacy (2008), explore innovative collaborative assessment strategies designed specifically for information literacy programs and courses.

Featured Review

"This third offering focusing on how librarian-faculty teams can further information literacy programs is well conceived...Academic librarians - regardless of discipline - will find this book helpful in measuring the effectiveness of collaborative information literacy programs."

Journal of Academic Librarianship, May 2010

All of the contributions to the book are co-written by faculty-librarian teams that have successfully worked together to develop assessment strategies across a wide range of disciplines, including business, political science, education, adult learning programs, and the humanities. Saving you countless hours on course or accreditation preparation, each chapter includes a detailed literature review, a model for practical implementation, a discussion of the partnership process, and an examination of assessment data. The teams also share guidance for overcoming a variety of collaborative obstacles and challenges, and report on how their assessment process significantly improved student learning outcomes.

Framed in a practical real-world context, this invaluable new resource provides a clear set of best practices to help librarians and faculty work together to initiate new information literacy assessment efforts or to improve established programs in their own institutions.

"…Collaborative Information Literacy Assessments would be extremely valuable for library staff or lectururs attempting to establish robst working partnership and ensure they assess information skills effectively. The case studies are well written and extremely detailed and should offer ideas to inspire anyone struggling with this complex task."

New Library World, November/December 2011

"This practical, hands-on book describes some interesting examples of collaborative assessment of information literacy (IL) from academic and library perspectives."

Library and Information Update, August 2010

"…the cases from every discipline have excellent ideas that are transferable to other contexts…This is a book that will be useful and inspiring to both practicing academic librarians and students in graduate programs in library and information science. Another potential audience, but one that is unlikely to be reached, is departmental faculty. That is a shame, as successful collaboration requires initative, enthusiasm, and commitment on both sides."

Portal

"The whole book includes a range of literature reviews and bibliographies with a selection of appendices describing learning outcomes and assessment tools…This publication will serve academic librarians with some useful exemplars."

Library and Information Research, 2011

"…this book is a worthwhile compilation of productive information literacy collaborations and ensuing evaluations of same."

The Australian Library Journal, May 2011

"This is a valuable contribution to any academic library's professional collection where librarians are seeking to integrate information literacy skills into the curriculum of the institution."

ARBA Online

"The assessment models described in this book have the potential to be adapted to different subjects and settings…The portability of these models will be helpful to librarians seeking to begin or enhance information literacy instruction programs."

Catholic Library World, March 2011

"Firmly based on experience in the real world, this is a practical book is packed with useful ideas and evidence of successful practice. It is a tool for encouraging collaboration and a resource of tried and tested methods. A must-have for information professionals in higher education desiring to do the very best for their institution and above all their students."

Library Review, February 2011

"...this title provides a welcome and useful contribution by focusing on the debate about information literacy assessment and evaluation strategies, complementing this with a number of valuable examples from a variety of fields. There are also useful tables and figures to help break down the blocks of text and explain some of the finer details."

Journal of Information Literacy, December 2010

"Each of the contributors has adopted different approaches and methodologies to deliver effective information literacy skills for their students. You would be hard-pressed not to pick up some valuable strategies to apply to your own context. If you are involved in information literacy at university or college level, then this book is a must read..."

Australian Academic and Research Libraries, June 2010

Journal of Academic Librarianship, May 2010

"Providing snapshots of librarian-faculty teams partnering to design and implement information literacy assessment practices, this book will appeal to instruction librarians looking for a practical and informative guide to collaborative assessment in action...this book will especially be informative and practical for librarians seeking to partner with teaching faculty to enhance and assess information literacy learning."

College and Research Libraries, September 2010

"Throughout the text one can deepen the understanding of a common approach to organizing information literacy training, especially for undergraduates. The library emerges as a strong component in the developing of information literacy skills in this common approach...the book is written on a sound scholarly foundation...Any technique or approach could be easily followed and deepened if needed." Read the full text of the review at http://informationr.net/ir/reviews/revs382.html.

Information Research, August 2010

Thomas P. Mackey

Thomas P. Mackey, Ph.D., is the Associate Dean at the Center for Distance Learning at Empire State College, SUNY in Saratoga Springs, New York. Previously, he was the Associate Dean of Continuing Studies for The Sage Colleges in Albany, New York. He was also a faculty member in the Department of Information Studies at the University at Albany, SUNY. His teaching and research interests involve information literacy, teaching with technology, Web-based multimedia, and social informatics. In 2007 he published a co-edited book with Trudi E. Jacobson for Neal-Schuman Publishers entitled, Information Literacy Collaborations That Work. He has published articles in such journals as Computers & Education, The Journal of General Education, College Teaching, The Journal of Information Science, and The Journal of Education for Library and Information Science. Tom worked with the Middle States Commission on Higher Education (MSCHE) as a member of the Advisory Panel on Information Literacy which led to the publication of a guidebook on Information Literacy entitled Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum (2003). He may be contacted by e-mail at Tom.Mackey@esc.edu.

Trudi E. Jacobson

Trudi E. Jacobson, M.L.S., joined the University at Albany library faculty in 1990, and is currently Librarian and Head of User Education Programs for the University Libraries. Ms. Jacobson is known nationally for her seminal scholarship in the field of information literacy instruction. Her nine books and many journal articles serve as a history of the transformation of librarians as agents for the development of critical thinking, research, and lifelong learning skills. Her valuable contributions to that movement are among her most important achievements because of their transformative impact on how academic librarianship is practiced today. Ms. Jacobson is the 2009 recipient of the Miriam Dudley Instruction Librarian of the Year, the highest honor conferred by the Instruction Section of the Association of College and Research Libraries. In addition to her research, Ms. Jacobson is a valued instructor and colleague at the University at Albany.

Ms. Jacobson is the co-author, with Lijuan Xu, of Motivating Students in Information Literacy Classes (Neal-Schuman, 2004), co-editor of Teaching Information Literacy Online (Neal-Schuman, 2011, with Thomas Mackey), Collaborative Information Literacy Assessments: Strategies for Evaluating Teaching and Learning (Neal-Schuman, 2009, with Thomas Mackey), and Information Literacy Collaborations that Work (Neal-Schuman, 2007, with Thomas Mackey), and author of Teaching the New Library to Today’s Users (Neal-Schuman, 2000) and Teaching Information Literacy Concepts: Activities and Frameworks from the Field (Library Instruction Publications, 2001). She is the editor of Critical Thinking and the Web: Teaching Users to Evaluate Internet Resources (Library Instruction Publications, 2000). She has published articles in a number of journals, including The Journal of General Education, College & Research Libraries, portal, Journal of Academic Librarianship, Research Strategies, College Teaching, and The Teaching Professor. She is the editor of Public Services Quarterly. She may be contacted by e-mail at tjacobson@uamail.albany.edu.

ALSO OF INTEREST

Teaching Information Literacy Online

Learning to Lead and Manage Information Literacy Instruction

Information Literacy Collaborations that Work

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TITLES ON:

Information Literacy for College and Adult

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