Assessment of Learning in Academic Libraries – References

As part of my project for the Assessment Leadership Academy, I am writing a review of the relevant literature. My project is titled Developing an Academic Library Learning Assessment Plan, and these are some of the most helpful references I have come across so far. Megan Oakleaf’s work, specifically, is really great.

REFERENCES

Allen, M.J. (2004). Assessing academic programs in higher education. San Francisco, CA: Jossey-Bass.

American Association of Colleges and Universities VALUE Project. Information literacy rubric. Retrieved from http://www.aacu.org/value/abouttherubrics.cfm

American Association for Higher Education. Principles of Good Practice for Assessing Student Learning. Retrieved from http://condor.depaul.edu/acafflpc/aahe.htm

Banta, T. & Associates. (2002). Building a scholarship of assessment. San Francisco, CA: Jossey-Bass.

Driscoll, Amy & Wood, S. (2007). Developing outcomes-based assessment for learner-centered education: A faculty introduction. Sterling, VA: Stylus.

Dugan, R.E. & Hernon, P. (2002). Outcomes assessment: Not synonymous with inputs and outputs. The Journal of Academic Librarianship, 28, 376-380.

Hernon, P. (2002). Editorial: The practice of outcomes assessment. The Journal of Academic Librarianship, 28, 1-2.

Hernon, P. & Dugan, R.E. (2002). An action plan for outcomes assessment in your library. Chicago, IL: American Library Association.

Hurlbert, J. (2008). Defining relevancy: Managing the new academic library. Westport, CT: Libraries Unlimited.

Nichols, K. W., & Nichols, J. O. (2000). The department head’s guide to assessment implementation in administrative and educational support units. New York: Agathon Press.

Nitecki, D.A. & Bach, C.N. (2011, March). Assessment and accreditation: Libraries enter stage left. Paper presented at the Association of College and Research Libraries conference. Philadelphia, Pennsylvania. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/events/national/2011/papers/assessment_accredita.pdf

Northwest Commission on Colleges and Universities (2010). Standard 2 – Resources & Capacity. Retrieved from http://www.nwccu.org/Standards%20and%20Policies/Standard%202/Standard%20Two.htm

Oakleaf, M. (2008). The information literacy instruction assessment cycle: A guide for increasing student learning and improving librarian instructional skills. Journal of Documentation, 65(4), 539-560.

Oakleaf, M. (2009). Writing information literacy assessment plans: A guide to best practice. Communications in Information Literacy, 3(2), 80-89.

Oakleaf, M. (2010). The value of academic libraries: A comprehensive research review and report. Association of College & Research Libraries. Chicago, IL: American Library Association. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/issues/value/val_report.pdf

Oakleaf, M. (2011). Are they learning? Are we? Learning outcomes and the academic library. The Library Quarterly, 81(1), 61-82.

Oakleaf, M. & Kaske, N. (2009). Guiding questions for assessing information literacy in higher education. Libraries in the Academy, 9(2), 273-286.

Portmann, C.A. & Roush A.J. (2004). Assessing the effects of library instruction. The Journal of Academic Librarianship, 30, 461-465.

Suskie, L. (2009). Assessing student learning: A commonsense guide. San Francisco, CA: Jossey-Bass.

White, L.N. (2008). From slide rules to scorecards: service environment factors affecting the future of assessment in academic libraries. In J.M. Hurlbert (Ed.), Defining relevancy: Managing the new academic library (pp. 178-185). Westport, CN: Libraries Unlimited.

Wood, E.J., Miller, R., & Knapp, A. (2007). Beyond survival: Managing academic libraries in transition. Westport, CN: Libraries Unlimited.

Wright, S. & White, L. (2007). SPEC Kit 303: Library Assessment. Association of Research Libraries. Retrieved from http://www.arl.org/bm~doc/spec303web.pdf

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Think Again

GREAT NEWS EVERYONE!

Apparently there’s now an app for critical thinking! Read all about it here:

Critical Thinking: There’s An App For That

Ditch your Liberal Arts education – who needs it?  And hey – you no longer need to engage in dialogue or reflection with others — what a waste of your time! And reading, writing, and learning math? Nah – don’t bother!  And learning about ethical frameworks? Or what it means to be human? Or science, art, music, history, literature, sociology, etc? Money down the drain, I say. Just download this app and soon you’ll be able to think your way out of a paper bag! As it promises:

The ‘Think-O-Meter’  app challenges your thinking and helps you develop a Sherlock Holmes-like attention to the evidence at hand. Think through dozens of scenarios and test your ability to separate reliable facts from assumptions, focus on the relevant information, and think critically to get the right answer.

Wait. . .

WAIT!

The “right” answer??? What does this mean, the “right” answer?

Hmmm … it must not work very well. Not many people I know who think critically would claim there is a “right” answer to many problems. They might even go so far as to frame different questions, or pose new scenarios.  Or at least say, “You know what? I think that’s an ill-formed problem. Let’s consider a different way of approaching it.”

Wow. Total bummer! I guess the developers of the Think-O-Meter need to think again. Too bad there’s not an app for that!

My Third And Final Major Was English

David Brooks has written an Op-Ed piece in The New York Times called History for Dollars in which he advocates for studying the humanities, and it has me nogging.

Thanks to quinn.anya on Flickr for making this image available.

Brooks argues that studying the humanities will make a person more employable because they will be able to read and write well, will deeply understand human emotion, can think analogically, and can “befriend” what he calls “The Big Shaggy,” behaviors and phenomena that are difficult to explain. Of the latter, Brooks writes:

The observant person goes through life asking: Where did that come from? Why did he or she act that way? The answers are hard to come by because the behavior emanates from somewhere deep inside The Big Shaggy.

Technical knowledge stops at the outer edge. If you spend your life riding the links of the Internet, you probably won’t get too far into The Big Shaggy either, because the fast, effortless prose of blogging (and journalism) lacks the heft to get you deep below.

But over the centuries, there have been rare and strange people who possessed the skill of taking the upheavals of thought that emanate from The Big Shaggy and representing them in the form of story, music, myth, painting, liturgy, architecture, sculpture, landscape and speech. These men and women developed languages that help us understand these yearnings and also educate and mold them. They left rich veins of emotional knowledge that are the subjects of the humanities.

I object to his implication that blogs “lack the heft” of critical thought and inquiry, but I have to agree with almost every other proposition of his editorial. Let me tell you why.

My first major in college was journalism. I had spent the previous 3 years in high school tirelessly advocating for Freedom Of The Press and a separation of advertising and editorial (my main objective being to convince the school administrators that placing a Planned Parenthood ad in the student newspaper paper was not an endorsement for having sex). It made perfect sense that I would be a journalism major: I had prior experience on the newspaper and yearbook, passion, and it could be practical. I could get a job.

My second major was speech pathology and audiology. I changed it from journalism about a month into college because I decided I wanted to try to do something different from what I had been doing. It wasn’t an analytical decision at the time; it was more like wanderlust meets “I want to be employable after graduation.”

I liked this new major because I was learning in multiple disciplines: anatomy, language development and linguistics, psychology, neurology, etc. We also got to look at cadavers, which was scary and horrifying and amazing, all at the same time. However, in my first session in the speech clinic, when a distraught but forceful mother of a child with a bilateral lisp was insistent that we “FIX HIM!!!” in time for a speech he had to give at his church, my clinical supervisor turned to me and said, “Welcome to your future.” An off-the-cuff comment, but I listened.

My third and final major was English because I liked to write and I liked to read, and I didn’t want to spend time taking courses that I didn’t like. I temporarily set aside my pragmatic paycheck-oriented concerns and decided to focus on learning. And with that came great freedom and deep engagement and, as Brooks argues and I fully believe, marketability.

I have applied lessons from my English courses — from all of those Australian novels and Middle English Prologues and poems and essays and tree structures and Latin roots —  to every aspect of my work. From supervising and supporting employees, to preparing and monitoring budgets, to writing grants, to giving presentations to friendly and challenging audiences, to teaching and mentoring, to learning new computer programs or programming my voice mail, to communicating with various stakeholders and advocating with fierce grace, I call upon my English major skills and capacities of mind each and every day.

Brooks implies that there is money associated with a humanities education; I suspect that might be true (it has not been, for me). But what I DO have is compassion, creativity, energy, communication, and, in general, happiness with what I can and like to do.

My third and final major was English.  And as for The Big Shaggy? I’ll continue to nog on it, with heft (eh hem!), because, as Brooks asks:

…doesn’t it make sense to spend some time in the company of these languages — learning to feel different emotions, rehearsing different passions, experiencing different sacred rituals and learning to see in different ways?

Yes. Yes it does.

Read Good Stuff

"Made, not born." From Indexed.

This is from one of my newest favorite blogs called Indexed. Every weekday the author posts a picture of an index card with a graph or chart that represents a way that she makes sense of things. Some are quite funny, and some, like this one, are simply right. If you have time to kill (really? you have time to kill? who are you?) take a look around.

Thanks, Indexed, for the quick sprinkle of morning sanity on my Cheerios each day.