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

Journal of Information Literacy

Katherine Boss¹  Eamon Tewell²  Katelyn Angell² 

[1] New York University Libraries;Long Island University, Brooklyn Campus

关键词: information literacy;    pedagogy;    problem-based learning;    assessment;    induction;    academic libraries;    higher education;    undergraduate students;    USA;   

DOI  :  

学科分类：社会科学、人文和艺术（综合）

来源: Information Literacy

【 摘 要 】

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.

【 授权许可】

Unknown