المستودع الأكاديمي جامعة المدينة

Complex questions, evolving answers: Creating a multidimensional assessment strategy to build support for the “teaching library”

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dc.date 2007-07-23T14:24:25Z
dc.date 2007-07-23T14:24:25Z
dc.date 2007
dc.date.accessioned 2013-10-16T08:02:28Z
dc.date.available 2013-10-16T08:02:28Z
dc.date.issued 2013-10-16
dc.identifier McMillen, P. & Deitering, A-M. (2007). Complex questions, evolving answers: Creating a multidimensional assessment strategy to build support for the “teaching library." Public Services Quarterly, 3 (1/2), in press
dc.identifier http://hdl.handle.net/1957/6143
dc.identifier.uri http://koha.mediu.edu.my:8181/xmlui/handle/1957/6143
dc.description Since 2001, librarians at Oregon State University’s Valley Library have been working to build a “teaching library” supported by a clearly articulated instruction program. From the start, we believed that we needed to assess the “teaching library’s” impact, not only to determine the success or failure of our efforts but also to demonstrate the need for intentional, proactive information literacy instruction on our campus. No single assessment tool or method proved adequate to effectively measure student learning happening both inside and outside the library. We describe our evolving, multi-pronged approach to measuring the impact of the library on student learning in the context of current assessment practices in academic libraries and higher education.
dc.language en_US
dc.publisher Haworth
dc.subject teaching library
dc.subject assessment
dc.subject collaboration
dc.subject library instruction
dc.subject information literacy
dc.subject learning outcomes
dc.subject student learning
dc.title Complex questions, evolving answers: Creating a multidimensional assessment strategy to build support for the “teaching library”
dc.type Article


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