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Transcript of Landgren Holm Akramy & Wiberg - Does it make any difference? An impact evaluation of the libraries...
Does it make any difference?
An impact evaluation of the libraries’ user education at Lund
University, Sweden
• our project– and its methods
• the results– but also
• some added values– and finally
• where we stand today
LILAC 2012 Akramy/Holm/Landgren/Wiberg
The next 15 minutes will deal withThe next 15 minutes will deal with
• Sara Akramy, Bitte Holm, Lena Landgren & Anna Wiberg
• Lund University Libraries
LILAC 2012 Akramy/Holm/Landgren/Wiberg
library
Faculty
libraryFaculty
library
Faculty
library
Faculty
library
Faculty
University Library
Why & HowWhy & How
Why?
‐ Evaluate the libraries’ user education
‐ Increase quality
‐ Find out what are the ”factors”that make a difference
How?
‐ 3 faculties and University Library
‐ Spring 2011
‐ Focus group interviews
‐ Collecting data
‐ Model by Sharon Markless and David Streatfield (Evaluating the impact of your library, 2006)
LILAC 2012 Akramy/Holm/Landgren/Wiberg
ObjectiveObjective
Students can independently find sources that are relevant to their assignments
LILAC 2012 Akramy/Holm/Landgren/Wiberg
Markless’ & Streatfield’s modelMarkless’ & Streatfield’s model
LILAC 2012 Akramy/Holm/Landgren/Wiberg
Students can independently find sources that are relevant to their assignments
e.g. Students feel an increased confidence in their own ability to search for information
e.g. Librarians are involved in the planning of the teaching at departments
e.g. ‐number of teaching librarians‐pedagogical method
e.g. Creating learning outcomes for libraries’user education
Results• Learning and students’ thoughts and experiences• Learning outcomes• Pedagogical methods• Information literacy• The liability issue of information literacy• Contact and integration of library’s user education
LILAC 2012 Akramy/Holm/Landgren/Wiberg
Some factors that might make a difference
• Library user education is relevant and timely
• Library user education is integrated in courses throughout the curriculum
• Library strives to meet students’ diversity
• Education provides opportunities to practice information literacy
• Librarians’ pedagogical competence
• Library user education should have the same conditions regarding learning outcomes and examination as other education
• The pedagogical method
• Students and teachers are aware of the importance of information literacy
• The liability issue of information literacy: Who is responsible for students’development of information literacy?
• Organization and information channels ‐ cooperation and dialogue between teachers and librarians
LILAC 2012 Akramy/Holm/Landgren/Wiberg
LILAC 2012 Akramy/Holm/Landgren/Wiberg
Added values
• A meeting in February with our library managers to ensure next step of the evaluation
• Keep the way we worked during step 1, but with some time saving changes
• Changes in the environment
LILAC 2012 Akramy/Holm/Landgren/Wiberg
Where we are today
Markless’ & Streatfield’s modelMarkless’ & Streatfield’s model
LILAC 2012 Akramy/Holm/Landgren/Wiberg
• Formulate targets for each faculty library based on the information gained from the study
• Plan activities to be implemented autumn 2012 ‐spring 2013
• Re‐evaluation spring 2014
LILAC 2012 Akramy/Holm/Landgren/Wiberg
Next steps
• Things to consider– Actions taken by the library
– Changes in the environment
• Together we make a difference!
LILAC 2012 Akramy/Holm/Landgren/Wiberg
So, will we prove we make a difference?
Thanks!Sara Akramy, Medical Faculty Library
Bitte Holm, Library of School of Economics & Management [email protected]
Lena Landgren, University [email protected]
Anna Wiberg, Faculty of Law [email protected]
LILAC 2012 Akramy/Holm/Landgren/Wiberg