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首页> 外文期刊>Evidence Based Library and Information Practice >Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course
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Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

机译：制图成功：在第一年的写作课程中运用实际措施评估信息素养技能

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Objective – The aim was to measure the impact of a peer-to-peer model on information literacy skill-building among first-year students at a small commuter college in the United States. The University of New Hampshire (UNH) is the state’s flagship public university and UNH Manchester is one of its seven colleges. This study contributed to a program evaluation of the Research Mentor Program at UNH Manchester whereby peer writing tutors are trained in basic library research skills to support first-year students throughout the research and writing process. Methods – The methodology employed a locally developed pre-test/post-test instrument with fixed-choice and open-ended questions to measure students’ knowledge of the library research process. Anonymized data was collected using an online survey with SurveyMonkey? software. A rubric was developed to score the responses to open-ended questions. Results – The study indicated a positive progression toward increased learning for the three information literacy skills targeted: 1) using library resources correctly, 2) building effective search strategies, and 3) evaluating sources appropriately. Students scored higher in the fixed-choice questions than the open-ended ones, demonstrating their ability to more effectively identify the applicable information literacy skill than use the language of information literacy to describe their own research behavior. Conclusions – The assessment methodology used was an assortment of low-key, locally-developed instruments that provided timely data to measure students understanding of concepts taught and to apply those concepts correctly. Although the conclusions are not generalizable to other institutions, the findings were a valuable component of an ongoing program evaluation. Further assessment measuring student performance would strengthen the conclusions attained in this study.
机译：目标–目的是衡量在美国一所通勤大学的一年级学生中，对等模式对信息素养技能建设的影响。新罕布什尔大学（UNH）是该州的旗舰公立大学，曼彻斯特大学（UNH Manchester）是其七所学院之一。这项研究有助于对曼彻斯特大学（UNH Manchester）的研究导师计划进行计划评估，通过该评估，同行写作导师接受了基本图书馆研究技能的培训，以在研究和写作过程中为一年级学生提供支持。方法–该方法采用本地开发的具有固定选择和开放式问题的测验前/测验仪器，以衡量学生对图书馆研究过程的了解。匿名数据是使用SurveyMonkey？在线调查收集的。软件。开发了一个标题来对开放式问题的回答进行评分。结果–研究表明，针对以下三种信息素养技能的学习呈积极增长的趋势：1）正确使用图书馆资源; 2）建立有效的搜索策略; 3）适当评估资源。在固定选择题中，学生的得分比无限制题更高，这表明他们比使用信息素养的语言来描述自己的研究行为，更能有效地识别适用的信息素养技能。结论–所使用的评估方法是低调的，本地开发的工具，可提供及时的数据以衡量学生对所教概念的理解并正确应用这些概念。尽管结论不能推广到其他机构，但这些发现是正在进行的计划评估的宝贵组成部分。评估学生表现的进一步评估将加强本研究得出的结论。

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