The Teaching Library. Approaches to Assessing Information and Literacy Instruction

Citation

Ellis‐Barrett, L. (2009), "The Teaching Library. Approaches to Assessing Information and Literacy Instruction", Library Review, Vol. 58 No. 2, pp. 155-156. https://doi.org/10.1108/00242530910937069

This title is a collection of essays and case studies considering the importance of assessing any information literacy instruction that is provided by an academic institution. Librarians are often having to defend their practices for many reasons, not least of which is to ensure that they remain relevant to their users and that these users continue to approach them with their requirements. For academic libraries, information literacy instruction can be a crucial part of the work that they do in collaboration with their wider institution and academic departments specifically. It can build up an important relationship between the library, scholars and students and can open up an array of possibilities for working together.

Information literacy instruction is of particular importance for students because without it they are unlikely to be able to understand the most effective methods of finding the information that they require to effectively study. In the twenty‐first century this has become perhaps even more essential as typically students move away from traditional methods of study using printed resources, to using electronic ones. There is now a plethora of material available both in print and electronic format and it is important that students and other researchers are aware of the most effective means of interrogating this material in order to undertake their studies.

When planning any instruction programme it is important to build in some form of assessment. After all how else will it be possible to gauge the effectiveness of the training? Because there are a variety of methods for teaching information literacy it naturally follows that there are of course a variety of methods for assessment. This volume usefully provides an overview of nine individual approaches used by very different academic institutions.

There is a study of the so‐called 360^○ approach; a consideration of assessment more generally in academic libraries; an article on how to create and build support; creating a case for instruction and assessment alongside more general papers on both instruction and assessment. Each paper provides a short introduction to the institution and its practices before providing a detailed case study complete with relevant materials such as sample questionnaires and assessment forms as well as recommendations for further reading.

Each of the case studies provides some thoughtful insights into the most effective methods for assessment. It must also be borne in mind that, of course, the most effective method of instruction and assessment will depend on the students for whom it is being provided. Many of the methods will need to be tested before it is clear which is likely to be the most effective. The focus group, survey and outcome assessment are all excellent methods. Each will in its own way feed into marketing. Assessment methods should also take into consideration an analysis of the whole process and this is where the 360^○ approach comes in useful. As well as this assessment will demonstrate need, whether it is evolving and if it is multi‐faceted it will also help to prove how effective the instruction has been. There is an important caveat to remember though – that the assessment is trying to measure a complex set of skills and attitudes so that no one individual method will be entirely effective. Responding to the needs of the community is essential and it is vitally important to ensure that the library and its programmes remain constantly and consistently relevant to the institution as a whole.

This is an excellent overview of the variety of methods that can be used to assess the work that is done by librarians, the way in which they can be adapted to suit individual institutions and the most effective way to work with other agencies in the institution as a whole. There are some excellent case studies and plenty of material to work from. A comprehensive index rounds up an excellent and usable collection of papers.