Kicking ASSessment: Using Information Fluency Assessment to Expand Librarian Roles, Engage in High-Impact Practices, and Create Sustained Contact with Online Learners

Autor/inn/en	Adams, Katherine; Wiley, Paula
Titel	Kicking ASSessment: Using Information Fluency Assessment to Expand Librarian Roles, Engage in High-Impact Practices, and Create Sustained Contact with Online Learners
Quelle	In: Journal of Library & Information Services In Distance Learning, 11 (2017) 1-2, S.226-236 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-290X
DOI	10.1080/1533290X.2016.1193408
Schlagwörter	Online Courses; Information Literacy; Librarians; Role; Computer Software; Library Services; Case Studies; College Libraries; College Students; Teaching Methods; Iowa + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Informationskompetenz; Librarian; Bibliothekar; Bibliothekarin; Rollen; Bibliotheksarbeit; Case study; Fallstudie; Case Study; College; Library; Libraries; Hochschule; Fachhochschule; Bibliothek; Universitätsbibliothek; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Iowa Wesleyan University (IW) has historically struggled with both assessment and supporting online students. Newly-appointed librarians and an impending re-accreditation visit prompted an increase in involvement and presence with assessment. In an attempt to expand the library's influence on campus, librarians took on a nontraditional role in the institutional implementation of LiveText, an assessment software. Librarians at IW have played an active and integral role in not only the initial roll-out of this software, but also in training and continuing support for students and faculty. Because of its importance to institutional learning outcomes, information fluency (IF) is being recognized as a high-impact practice across disciplines, and based on the results of this case study, librarians will pursue the creation of a required online IF course for online learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01