Putting Assessment into Action

 Assessment in Action, Publications  Comments Off on Putting Assessment into Action
Jan 282016

AiA coverACRL announces the publication of Putting Assessment into Action: Selected Projects from the First Cohort of the Assessment in Action Grant, edited by Eric Ackermann.

Are you new to library assessment? Are you tasked with conducting an assessment project and don’t know what methods to use, or which ones are the most effective (or practical)? The methodological issues addressed in Putting Assessment into Action are based on the real world, practical experience of librarians who participated in the first cohort of the ACRL Assessment in Action program. Unlike many books on this subject, this volume allows the selection of an appropriate assessment method(s) based on the activity or program being assessed without requiring extensive previous knowledge of research design, methods, or statistics.

Twenty seven cases are presented in arenas as varied as assessing fourth year undergraduate learning, first year experience, graduate student information literacy, technology facilities, assessing outreach services and space, and more. The cases feature 25 American and two Canadian institutions representing a wide range of institutional types from doctoral/research universities to baccalaureate/masters granting institutions to a tribal college and a community college. Putting Assessment into Action is appropriate for professional Library and Information Science collections in all types of libraries.

Putting Assessment into Action: Selected Projects from the First Cohort of the Assessment in Action Grant is available for purchase in print, as an e-book, and as a print/ e-book bundle through the ALA Online Store; in print and for Kindle through Amazon.com; and by telephone order at (866) 746-7252 in the U.S. or (770) 442-8633 for international customers.


 Communicating Value, Publications, Value Report  Comments Off on Valueography
Oct 012012

“Library assessment is now an integral part of the effort to define the 21st century library; our tools, methods, and applications are developing rapidly.” *

Keeping readers informed of new developments, new methods, and new reports is another aspect of the work being done by the Value of Academic Libraries Committee.  This blog now includes a link to an update of the bibliography that was produced as part of the Value report.  The Valueography is linked via a menu option at the top in the navigation bar in this blog.  The Valueography is intended to feature resources and reports that have been produced since the publication of the original Value report and are related to the demonstrating the value of academic and research libraries.  The Valueography will be added to continuously to keep readers informed of new publications.  In the current list, although some references are to journal articles, there are reports may be found online, including the Proceedings of the 2010 Library Assessment Conference.  The Proceedings are worth exploring for the various reports on activities at institutions, large and small, on various assessment topics.  The conference featured 68 peer-reviewed papers.   It is our goal to have the Valueography updated  to include  new tools and methods that institutions are using to gather and share data.  Check out the Valueography for resources related to retention, student performance, and other assessment activities.

If you have a report to share, please use the comment feature on the Valueography blog to submit new publications.  We want the Valueography to grow and expand and with your help we can continue to make this a resource tool for all academic libraries that are exploring new methods for assessment and providing data that demonstrates their value to their institutions.

*(Proceedings of the 2010 Library Assessment Conference, Conference Overview, page V)


Early last month Megan posted about recent research connecting academic libraries and student achievement. She mentioned that there are multiple projects in the U.S. currently underway to correlate library use and GPA, and I have results from just such a project to share with you all!

In a recently completed study at University of Wyoming I discovered a positive correlation between upper-division library instruction and higher GPA at graduation (by upper-division, I mean post-first-year). This is based on an analysis of 4,489 transcripts of graduating seniors at the University of Wyoming, and the transcript analysis was supplemented by focus groups with graduating seniors, with the goal of answering the following questions:

  • What is the relationship between student academic success and information literacy instruction?
  • Which students receive library instruction and which do not?
  • Is there a good argument for creating a tiered program of information literacy instruction?
  • How can we improve our program of information literacy instruction?

Look for the article in the March or June 2012 issue of Evidence Based Library and Information Practice. Here’s the citation: Bowles-Terry, M. (2012). Library instruction and academic success: A mixed-methods assessment of a library instruction program. Evidence Based Library and Information Practice. Forthcoming.

Are you working on this type of project at your institution? Do you have any results to share? Log in to post a comment and share your experience — feel free to leave a citation or a link to your work. We’d love to find out what type of research you’re doing to demonstrate the impact of library use!

Update 3/21/2012: Here’s a link to the article – http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/12373

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