-
Nicholas, D.: Assessing information needs : tools and techniques (1996)
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- Date
- 26. 2.2008 19:22:51
- LCSH
- Needs assessment
- Subject
- Needs assessment
-
Aghemo, A.: Come valutare il servizio di informazione (1993)
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- Abstract
- Library information service assessment studies can help the reference librarian to form an accurate judgement on the library's structure and organization in terms of: efficiency; effectiveness; and cost/benefit ratio. These 3 assessment criteria can be applied to the following areas: staff; users; user requests; answers provided; library information service potential; and collection and documentation resources. Each of these areas yields further sub-categories for evaluation. Data collection methods depend on the end purpose of the assessment study, but may include the issue of questionnaires to librarians and users, and non invasive observation of user activities. The studies can be unpopular, as they may result in cuts in staff or services
- Date
- 6. 4.1996 13:22:31
-
¬The reference assessment manual (1995)
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- Footnote
- Rez. in: College and research libraries. 57(1996) no.3, S.307-308 (M. Crist); Journal of academic librarianship 22(1996) no.4, S.314 (D. Ettinger)
-
Altmann, E.: Assessment of reference services (1982)
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-
Murfin, M.E.; Gugelchuk, G.M.: Development and testing of a reference transaction assessment instrument (1987)
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-
Bertot, J.C..; McClure, C.R.: Outcomes assessment in the networked environment : research questions, issues, considerations, and moving forward (2003)
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- Abstract
- This article identifies a number of research topics related broadly to outcomes assessment in a networked environment and discusses issues affecting these research topics. It also proposes a framework to relate traditional evaluation components and terminology to the networked environment and identifies a number of factors in the networked environment that affect outcomes and other assessment methods. The article suggests that outcomes assessment has the potential to complement other assessment techniques to better assist libraries and related information organizations enhance their decisions in the provision of information services and resources. Given the increased rate at which libraries are using the networked environment to provide services and resources, however, much work remains before most libraries can implement outcomes assessment efforts successfully.
-
Chew, S.W.; Khoo, K.S.G.: Comparison of drug information on consumer drug review sites versus authoritative health information websites (2016)
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- Abstract
- Large amounts of health-related information of different types are available on the web. In addition to authoritative health information sites maintained by government health departments and healthcare institutions, there are many social media sites carrying user-contributed information. This study sought to identify the types of drug information available on consumer-contributed drug review sites when compared with authoritative drug information websites. Content analysis was performed on the information available for nine drugs on three authoritative sites (RxList, eMC, and PDRhealth) as well as three drug review sites (WebMD, RateADrug, and PatientsLikeMe). The types of information found on authoritative sites but rarely on drug review sites include pharmacology, special population considerations, contraindications, and drug interactions. Types of information found only on drug review sites include drug efficacy, drug resistance experienced by long-term users, cost of drug in relation to insurance coverage, availability of generic forms, comparison with other similar drugs and with other versions of the drug, difficulty in using the drug, and advice on coping with side effects. Drug efficacy ratings by users were found to be different across the three sites. Side effects were vividly described in context, with user assessment of severity based on discomfort and effect on their lives.
- Date
- 22. 1.2016 12:24:05
-
Assessment and accountability in reference work (1992)
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- Abstract
- This is a call for librarians to adopt performance measures and learn to work with the results so that assessment of reference services is not left to those who neither understand nor value libraries. This fascinating book explores a wealth of assessment methods that librarians can use to collect data and create standards that are valid, practical and useful in accounting for reference services. Some of the methodologies described include quantitative measures, qualitative measures, patron surveys, questionnaires, interviews, case studies, peer review, unobtrusive testing, and even updating the library's policies and procedures manual
-
Rockman, I.F.: Strengthening connections between information literacy, general education, and assessment efforts (2002)
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- Abstract
- Academic librarians have a long and rich tradition of collaborating with discipline-based faculty members to advance the mission and goals of the library. Included in this tradition is the area of information literacy, a foundation skill for academic success and a key component of independent, lifelong learning. With the rise of the general education reform movement on many campuses resurfacing in the last decade, libraries have been able to move beyond course-integrated library instruction into a formal planning role for general education programmatic offerings. This article shows the value of 1. strategic alliances, developed over time, to establish information literacy as a foundation for student learning; 2. strong partnerships within a multicampus higher education system to promote and advance information literacy efforts; and 3. assessment as a key component of outcomes-based information literacy activities.
-
Nicholas, D.: Assessing information needs : tools, techniques and concepts for the Internet age (2000)
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- LCSH
- Needs assessment
- Subject
- Needs assessment
-
Oakleaf, M.: Using rubrics to assess information literacy : an examination of methodology and interrater reliability (2009)
0.04
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- Abstract
- Academic librarians seeking to assess information literacy skills often focus on testing as a primary means of evaluation. Educators have long recognized the limitations of tests, and these limitations cause many educators to prefer rubric assessment to test-based approaches to evaluation. In contrast, many academic librarians are unfamiliar with the benefits of rubrics. Those librarians who have explored the use of information literacy rubrics have not taken a rigorous approach to methodology and interrater reliability. This article seeks to remedy these omissions by describing the benefits of a rubric-based approach to information literacy assessment, identifying a methodology for using rubrics to assess information literacy skills, and analyzing the interrater reliability of information literacy rubrics in the hands of university librarians, faculty, and students. Study results demonstrate that Cohen's can be effectively employed to check interrater reliability. The study also indicates that rubric training sessions improve interrater reliability among librarians, faculty, and students.
-
Whitlatch, J.B.: Reference services : research methodologies for assessment and accountability (1992)
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-
Blandy, S.G.: What do faculty want? (1992)
0.03
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- Abstract
- Contribution to an issue devoted to assessment and accountability in reference work. The academic reference librarian needs to know what the college faculty expect from their library. These needs seem often to be idiosyncratic if they do not fit the librarian's conception of the generalized user, but these needs must be idetified and met in order to serve the faculty appropriately. Librarians need to be as aware of information acquisition patterns as they are of information sources
-
Jacobsen, T.E.: 'All I need is in the computer' : reference and bibliographic instruction in the age of CD-ROMs (1992)
0.03
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- Abstract
- Contribution to an issue devoted to assessment and accountability in reference work. Through the reference interview and bibliographic instruction, librarians have the opportunity to familiarize students with the vast power of CD-ROMs, to teach them to harness that power, and to provide them with the critical skills necessary to question whether a particular CD-ROM database is the appropriate place to find information on a certain topic. Includes specific methods for doing this
-
McClure, C.R.: User-based data collection techniques and strategies for evaluating networked information services (1994)
0.03
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- Abstract
- The rapid development of networked information resources and services has not been matched with ongoing assessment of how well these resources and services meet user needs. Stresses the importance of developing and implementing a range of user based evaluation techniques as a means of assessing the usefulness of the services, and planning for future services. Describes a number of user based data collection techniques appropriate for evaluations within the networked environment. Concludes with specific suggestions for enhancing the overall effectiveness of such evaluations
-
Bishop, A.P.: ¬A pilot study of the Blacksburg Electronic village (1994)
0.03
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- Abstract
- Describes a pilot study performed in the summer of 1993 to help develop instruments appropriate for a full-scale assessment of the Blacksburg Electronic Village. The Blacksburg Electronic Village is a joint effort of Virginia Polytechnic and State University, C&P Bell, and the town of Blacksburg, VA. It represents an attempt to 'wire the community' with high speed network connections in order to attract and provide new kinds of electronic information and communication services to town residents
-
Head, M.C.; Marcella, R.; Smith, J.M.: Are you being served? : The quality of business information provision in Scottish public libraries (1995)
0.03
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- Abstract
- Reports on the 2nd of 2 studies using unobtrusive testing of public library reference services in Scotland by students at Robert Gordon University in Aberdeen. For this survey, a specific item of business information on a well known Scottish company was requested at various public libraries. Discusses the results of the survey under the following headings: physical location and setting of issue desk; staff attitude; response to the enquiry; reference interview; search strategy and execution; advice/information offered; and assessment of the quality of the information provided
-
Mendelsohn, J.: Perspectives on quality of reference service in an academic library : a qualitative study (1997)
0.03
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- Abstract
- Reports results of a qualitative study of the concept of quality as it applies to reference service in an academic library. The study explicates the dimensions of quality service and points to the interconnectedness and interdependence of these dimensions. Time and morale were found to provide the essential environment content for quality service. These critical dimensions require highly competent management, and they have impact on the knowledge and willingness of the reference librarian, an the process of assessment and action, and on the partnership between user and librarian. Discusses the implications for management, as effective management involves a holistic understanding of the complex nature of connections among the dimensions of qulity service
-
Powell, A.P.; Wilson, P.S.: Library instruction vs. information competency : it's not just bibliographic instruction anymore (1997)
0.03
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- Abstract
- The Agriculture Library at Kentucky University has offered library instruction in some form since 1974. Describes the changes that have taken place in the programmes since then. The university and library are now moving into information competency where the goal is that the user becomes fully competent in the appropriate system for the appropriate use. to accomplish this the programmes must be user driven, flexible, and assessment must be done to measure effectiveness
-
Henderson, L.; Tallman, J.I.: Stimulated recall and mental models : tools for teaching and learning computer information literacy (2006)
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- Footnote
- Rez. in: JASIST 58(2007) no.3, S.456-457 (D. Cook): "In February 2006, the Educational Testing Service (ETS) announced the release of its brand new core academic assessment of its Information and Communication Technology (ICT) Literacy Assessment. The core assessment is designed to assess the information literacy of high school students transitioning to higher education. Many of us already know ETS for some of its other assessment tools like the SAT and GRE. But ETS's latest test comes on the heels of its 2005 release of an advanced level of its ICT Literacy Assessment for college students progressing to their junior and senior year of undergraduate studies. Neither test, ETS insists, is designed to be an entrance examination. Rather, they are packaged and promoted as diagnostic assessments. We are in the grips of the Information Age where information literacy is a prized skill. Knowledge is power. However, information literacy is not merely creating flawless documents or slick PowerPoint presentations on a home PC. It is more than being able to send photos and text messages via cell phone. Instead, information literacy is gauged by one's ability to skillfully seek, access, and retrieve valid information from credible and reliable sources and using that information appropriately. It involves strong online search strategies and advanced critical thinking skills. And, although it is not clear whether they seized the opportunity or inherited it by default, librarians are in the vanguard of teaching information literacy to the next generation of would-be power brokers.
As for the value of reflecting on their teaching performance, the authors report the not-so-startling denouement that while it is easy to identify and define malpractice and to commit to changing performance errors, it is often difficult to actually implement those improvements. Essentially, what is first learned is best learned and what is most used is best used. In the end, however, the authors rightfully call for further study to be conducted by themselves and others. ETS's core ICT Literacy Assessment is not currently a mandatory college entrance examination. Neither is the advanced ICT Literacy Assessment a mandatory examination for promotion to upper level undergraduate studies. But it would be naïve not to expect some enterprising institutions of higher education to at least consider making them so in the very near future. Consequently, librarians of all stripes (public. academic, school, or others) would do well to read and study Stimulated Recall and Mental Models if they are truly committed to leading the charge on advancing information literacy in the Information Age. In this book are some valuable how-tos for instructing patrons on searching electronic databases. And some of those same principles could be applicable to other areas of information literacy instruction."
