Program Evaluation: Dalton State College Library Instruction Program

7/27/2019 Program Evaluation: Dalton State College Library Instruction Program

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Dalton State College

Library Instruction Program

Program Evaluation

Program Evaluations

Spring 2013

Higher Ed Team

David Brown, Melissa Shaw and Sean Mann

Georgia Southern University

May 6, 2013


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Table of ContentsI. Executive Summary .................................................................................................................................... 3

Introduction and Purpose of Study ........................................................................................................... 3

How Data Was Obtained ........................................................................................................................... 4

Findings ..................................................................................................................................................... 4

Recommendations .................................................................................................................................... 6

II. Introduction .............................................................................................................................................. 8

Purpose of Evaluation ............................................................................................................................... 8

Audiences .................................................................................................................................................. 8

Limitations to the Evaluation .................................................................................................................... 8

III. Focus of the Evaluation .......................................................................................................................... 10

Description of the Evaluation Object ...................................................................................................... 10

Evaluation Questions .............................................................................................................................. 12

Information Needed to Complete Evaluation......................................................................................... 12

IV. Brief Overview of Evaluation Plan and Procedures ............................................................................... 13

V. Presentation of Evaluation Results ......................................................................................................... 14

APPENDICES ................................................................................................................................................ 20


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I. Executive SummaryIntroduction and Purpose of Study

Dalton State College is a part of the University System of Georgia and offers both

Associates and Bachelor degrees. Despite a recent decline in enrollment at Dalton State College,

the Library Instruction Program has experienced a significant increase in the number of classes

offered and the number of students it reaches. The Library Instruction Program offers a wide

variety of classes in research and technology for students. In 2012-2013 about 5400 students

attended over 300 classes taught by librarians. Six years ago, when the enrollment was about the

same, the library instruction program taught 88 classes that included 2,105 students. Over this

time the library has conducted several surveys, administered pre and post-tests, and created

hundreds of Libguides for online instruction. The purpose of this study is to evaluate the Library

Instruction Program at Dalton State College to determine how effective it is in achieving library

and college goals and how it is addressing this recent growth in the instruction program. Many

surveys of faculty and students have been conducted and tests administered. The need exists to

put all data together to fully evaluate the success of the program.

Specifically we are addressing whether or not classes are being utilized by Dalton State

students and whether or not the classes are providing the information literacy skills needed to be

successful in their program and career. To address this we looked closely at attendance records

over the past six years. To assess information literacy skills we created pre and post tests for the

basic information literacy class and analyzed the results. In the next section we describe how our

data was obtained to get this information.


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How Data Was Obtained

We analyzed attendance records dating back six years for library classes. We chose six

years since that is how long the Library Instruction program has been keeping records. We

looked at the number of classes offered, types of classes, and the number of faculty bringing

students to classes. We also looked at surveys completed by students and faculty in library

classes. We also created pre and post-tests to give to students taking our information literacy

classes. We also tracked usage of our online library instruction which includes tutorials accessed

via Libguides.

Findings

Among the key findings in the evaluation were:

The number of students attending library classes since 2006-07 has increased at a much

faster rate than the colleges enrollment. In 2006-07, 2124 students attended 88 library

classes. In 2012-13, 5402 students attended 304 classes. During the same time the

colleges enrollment grew very little from 4587 in 2006-07 to 5102 in 2012-13 and

peaked at 5904 in 2009-10.

This significant increase in the library classes can be attributed to satisfied faculty and

students returning to take additional classes, increased demand for technology classes,

increased demand for library research due to growth in four year programs, expanded use

of the embedded librarian program, and successful marketing by library staff.

Nearly all Dalton State College students (98%) are attending at least one library class in

their careers at Dalton State and nearly half are attending more than one class.


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Pre- and post-test scores indicate that students are learning important information literacy

skills in the classes- with post-test scores improving by 14 points over pre-test scores

after the basic information literacy class.

We also found that surveys indicate that both faculty and students are satisfied with what

they are learning in the library classes.

The number of students using the library instruction programs online resources,

especially the Liguides, for learning has seen dramatic growth in the past six years. In

the most recent year, library instruction web pages were accessed 45,124 times compared

with 18,950 times the year before.

These findings show that student and faculty use of the library instruction program has

grown at a much faster rate than the college enrollment and that further growth is likely. The

demand for technical assistance with technical assignments such as video-editing is a great

opportunity for the library to get students motivated to use library resources. Indeed the study

found that the video editing class taught by librarians was the fastest growing class the library

offered. Despite the positive findings, this study reveals that there is room for improvement. The

recommended improvements are discussed in the Recommendation section of the Executive

Summary below.

Another interesting fact was that faculty members are requesting a wider variety of

classes from the library. For example, faculty requested a Genealogy session and a Copyright

session for the first time in the last school year. In addition, the video-editing class is the fastest

growing class the library offers attracting over 200 students in 2012-13- compared to 53 students

in 2011-12 and 0 students in 2010-11. Another popular new class was the class which taught

students how to use Learning Express Library to prepare for job interviews and create resumes


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and cover letters. This class attracted 127 students in the current year compared with 42 the year

before.

Another factor contributing to the growth in library instruction was the increase in the

number of science classes coming to the library for library instruction. In the current year, 2012-

13, Chemistry, Geology and Geography faculty brought their students to library classes- all for

the first time. The Biology classes used the library instruction program more in 2012-13 than in

2011-12. An in-depth look at every class and its attendance can be found in the Appendix.

Perhaps the most startling statistic in the program evaluation was the increased usage of

the librarys online instruction web pages and tutorials. These pages received over 45,000 hits in

the last year compared with 18,000 the year before and 7,000 the year before that.

Recommendations

Based on the results of our program evaluation we recommend:

Determine if the increase in library classes is leading to more questions at the referencedesk, higher library visits, and general library usage? If so this may require the hiring of

additional library staff.

An information literacy pre-test for all incoming freshman and a post-test for graduating

seniors to determine if students are gaining information literacy skills. Currently the pre

and post-tests are administered to students in the basic information literacy class.

Special library training for adjunct faculty to assure that they are aware of library

instruction services since the study revealed that adjuncts were less likely to bring their

students to attend library classes than full time faculty.

Expansion of computers and software to meet the demands of a growing need for

technology assistance in the library. Librarians in the instruction department should be


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allowed to obtain any training necessary to gain the skills needed to help students needing

technology help.

Determine if overlap is occurring in the library classes since the study revealed that many

students are attending more than one library session. There were complaints on some of

the library evaluations that students had heard the same information in the ENG 1101

class as the COMM 1101 class.

An in-depth look at programs not utilizing library instruction to determine if changes are

needed to attract these classes.

More videotaped sessions of the library classes made available online since so many

students are using the online resources.

An assessment to determine the impact of making FYES (First Year Experience Studies)

library classes mandatory for all students. This change is set to take place in Fall 2013

and would lead to an even greater number of library classes.

A study to determine the impact of the librarys embedded librarian program. If the studyfinds that the program is saving the college money by increasing retention and improving

grades, another librarian should be hired to expand the program.

These recommendations are necessary to keep up with the rapid growth in the library instruction

program. By meeting these recommendations both the college and library instruction program

will benefit.


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II.IntroductionPurpose of Evaluation

The primary purpose of the Library Instruction Program evaluation at Dalton State

University was to determine, first, whether the students were utilizing the information literacy

classes offered during their academic career at Dalton State and secondly to assess whether the

information literacy courses provided the information students need to be successful in their

courses. This evaluation sought to answer the questions: How many students are attending

library classes? Which classes are most often requested? Are students acquiring information

literacy skills required by accreditation standards? Which courses are aiding students academic

achievement? These questions were addressed through compiling and analyzing data related to

attendance, conducting surveys of both students and faculty and evaluating pre- and post- test

data.

Audiences

This report can provide valuable information to many audiences. The primary audience is

comprised of the librarians, faculty, college administrators and students. In addition to these

primary members, secondary members would include parents and community members. This

report will clearly outline both successes of the program and areas cited for improvement.

Limitations to the Evaluation

In order to complete the evaluation during the pre-scribed time, the limitations to the

evaluation concern primarily the need for extended assessment both in the area of surveying the


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students regarding their library experience and in pre- and post- test data collected following

instruction. Due to time constraints the data collected in these areas encompasses only one

semester. In addition, the surveys were voluntary which also limited the amount of data

collected.

Overview of the Report Contents


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III. Focus of the Evaluation

Description of the Evaluation Object

This evaluation focuses on the Library Instruction Program offered through Dalton State

College, a four-year college in Dalton, Georgia that offers both Associates and Bachelors

degrees. The mission of the Library Instruction Program is to promote information literacy to the

Dalton State student body by teaching how to effectively use library resources and services. The

Derrell C. Roberts Library provides access to an extensive collection of resources and services.

This 57,700 square foot facility houses approximately 135,597 volumes, over 200 current

periodical subscriptions, 10,000+ media items, 59,609+ e-books, and is a selective federal

government documents repository. The mission of the library states:

The Derrell C. Roberts Library supports the mission of Dalton State College by

instructing a diverse student body, faculty, and staff in methods of accessing andevaluating library and learning resources that enhance the certificate, associate andtargeted baccalaureate level program curricula of the College. The Library acquires,

organizes, and makes accessible collections of print and non-print resources in support of

the programs of the College. The Library promotes the use of these resources byemploying a qualified staff competent to provide bibliographic instruction and to assist

users in the areas of reference, information literacy, circulation, and media

services. Resources and services are made available to the local community to the extentthat access by the Library's primary constituencyDalton State College students, faculty,

and staffis not impaired.1

The Library actively participates in the instructional and community service processes of Dalton

State College through these objectives:

providing ready and open access to an excellent, balanced collection of informationresources and services that support and augment the classroom experience and promote

high levels of student learning through freedom of inquiry;

utilizing available and emerging technologies that support and enhance instruction andinformation retrieval;

1www.daltonstate.edu


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cultivating a supportive learning environment that promotes student achievement byenhancing instructional and individual excellence; providing service from professional,

qualified librarians, and from staff who are committed to meeting the needs of students,

faculty, and staff;

supporting the College's online and hybrid classes and extended campus classes; collaborating with other units of the College to encourage cooperative collection

development and faculty scholarly pursuits;

continuous planning and assessment, staff development, and technical assistance to meet

library user needs;

cooperating with other System institutions, state agencies, public libraries, local schoolsand technical colleges, and business and industry, in sharing physical, human, and

information resources to expand programs available to the citizens of Georgia.

The Library Instruction program offers a wide variety of classes covering research and

technology, teaching students concepts and processes of information retrieval. These courses are

designed to help students develop the critical thinking skills necessary to retrieve and evaluate

information resources as well as utilize various resources of information and identify when and

how to ask for assistance. The courses should complement outside learning, enabling students to

recognize information resources that can aid and improve their coursework and research.

Ultimately, the goal of each course throughout the program is to prepare students for effective

life-long use of library and information resources. In a typical year about 2000 students attend

over 200 classes taught by librarians at Dalton State College.

Library instruction is carried out primarily in two waysthrough courses and through

library guides posted on the colleges website. The objective of this report is to determine the


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effectiveness of these resources. Faculty at Dalton State request the course is given as part of the

classroom instruction. Courses are offered in the following areas:

Evaluation Questions

The evaluation questions for this report focus on two areas, participation and content. The

first question addresses whether the courses are being utilized by students and requested by

faculty. Are currently enrolled students at Dalton State attending library classes and if so how

many? What classes are most often requested by faculty? Do the information literacy classes

provide the information students need to be successful in their courses at Dalton State?

Information Needed to Complete Evaluation

The evaluation of the Library Instruction program included both historic and current

information. Data was collected from three sourcesattendance records, two surveys, and pre-

and post- test data. Attendance records for library classes were compiled for the last six years.

Survey information was collected in two ways. Two questions were included on a graduate exit

survey specific to the library resources. In addition, a survey was also given to participants at the

conclusion of the course. This survey was voluntary. A pre- and post- test assessment was given

to ten classes as a part of the library session. The following information was collected and used

to properly evaluate the Library Instruction Program:

1. Dalton State College enrollment records2. Program course attendance.3. Results from the student evaluation of the Library Instruction Program.4. Student educational data: GPA, Degree Track, College Classification.5. Student Pre-test and Post-test scores.


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6. Student usage of the online library content.

III. Brief Overview of Evaluation Plan and ProceduresThe primary purpose of the evaluation was to assess the student usage as a percentage of the total

college enrollment, while analyzing the effectiveness of the courses relating to the overall mission of the

Library Instruction Program.

The LIP was first implemented during the 2006/2007 academic year. All course attendance records

maintained during its six years of existence were collected and compared to the college enrollment

during the same six year time frame. The data was then exported to a line chart (Appendix) for visual

representation of the findings.

In order to analyze the effectiveness of the courses, the evaluation collected a combination of

quantitative and qualitative data sets. Qualitative data were collected through surveys distributed to

both Faculty and Students. These surveys compile first hand feedback concerning the impact of the LIB

courses on the students outside coursework and the overall level of information literacy obtained by

each student. Quantitative data sets were extracted from the results of pre-course and post-course

assessments given to students attending any LIB course during 2012. The compiled data allowed

evaluators to see if and by how much students level of information literacy improved after completion

of each LIB course.


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V. Presentation of Evaluation Results

Among the key findings in the evaluation were:

The number of students attending library classes since 2006-07 has increased at a much

faster rate than the colleges enrollment. In 2006-07, 2124 students attended 88 library

classes. In 2012-13, 5402 students attended 304 classes. During the same time the

colleges enrollment grew very little from 4587 in 2006-07 to 5102 in 2012-13 and

peaking at 5904 in 2009-10.

This significant increase in the library classes can be attributed to satisfied faculty and

students returning, increase demand for technology classes, growth in four year programs that

have increased demand for library research, expansion of the embedded librarian program, and

successful marketing by library staff.

Nearly all Dalton State College students (98%) are attending at least one library class in

their careers at Dalton State and nearly half are attending more than one class.


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Pre and post-test scores indicate that students are learning important information literacy

skills in the classes- with post-test scores improving by 14 points over pre-test scores after the

basic information literacy class (See Appendix for pre and post-tests results).

We also found that surveys indicate that both faculty and students are satisfied with what

they are learning in the library classes (See Appendix for student and faculty survey results).

The number of students using the library instruction programs online resources,

especially the Liguides, for learning has seen dramatic growth in the past six years. In the most

recent year, library instruction web pages were accessed 45,124 times compared with 18,950

times the year before.

These findings show that student and faculty use of the library instruction program has grown at

a much faster rate than the college enrollment and that further growth is likely. The demand for

technical assistance with technical assignments such as video editing, are a great opportunity for

the library to get students using library resources. Indeed the study found that the video editing

class taught by librarians was the fastest growing class the library offered. Despite the positive

findings this study reveals that there is room for improvement. The recommended improvements

are discussed in the Recommendation section of the Executive Summary below.

Another interesting fact was that faculty are requesting a wider variety of classes from the

library. For example faculty requested a Genealogy session and a Copyright session for the first

time in the last school year. In addition, the video editing class is the fastest growing class the

library offers attracting over 200 students in 2012-13- compared to 53 students in 2011-12 and 0

students in 2010-11. Another popular new class was the class teaching how to use Learning


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Express Library to prepare for job interviews and create resumes and cover letters. This class

attracted 127 students in the current year compared with 42 the year before.

Another factor contributing to the growth in library instruction was the increase in science

classes coming to the library. In the current year 2012-13, Chemistry, Geology and Geography

faculty brought their students to library classes- all for the first time. The Biology classes used

the library instruction program more in 2012-13 than in 2011-12. An in-depth look at every

class and its attendance can be found in the Appendix.

Perhaps the most startling statistic in the program evaluation was the increase usage of the

librarys online instruction web pages and tutorials. These pages received over 45,000 hits in the

last year compared with 18,000 the year before and 7,000 the year before that.

Interpretation of evaluation findings

These findings show that student and faculty use of the library instruction program has grown at

a much faster rate than the college enrollment and that further growth is likely. The demand for

technical assistance with technical assignments such as video editing, are a great opportunity for

the library to get students using library resources. Indeed the study found that the video editing

class taught by librarians was the fastest growing class the library offered. Despite the positive

findings this study reveals that there is room for improvement. The recommended improvements

are discussed in the Recommendation section of the Executive Summary below.

Another interesting fact was that faculty are requesting a wider variety of classes from the

library. For example faculty requested a Genealogy session and a Copyright session for the first

time in the last school year. In addition, the video editing class is the fastest growing class the

library offers attracting over 200 students in 2012-13- compared to 53 students in 2011-12 and 0


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students in 2010-11. Another popular new class was the class teaching how to use Learning

Express Library to prepare for job interviews and create resumes and cover letters. This class

attracted 127 students in the current year compared with 42 the year before.

Another factor contributing to the growth in library instruction was the increase in science

classes coming to the library. In the current year 2012-13, Chemistry, Geology and Geography

faculty brought their students to library classes- all for the first time. The Biology classes used

the library instruction program more in 2012-13 than in 2011-12. An in-depth look at every

class and its attendance can be found in the Appendix.

Perhaps the most startling statistic in the program evaluation was the increase usage of the

librarys online instruction web pages and tutorials. These pages received over 45,000 hits in the

last year compared with 18,000 the year before and 7,000 the year before that.

VI. Conclusions and Recommendations

Program Strengths

Satisfied students and faculty returning for classes Program has experienced rapid growth despite stagnating enrollment in college Program has strong online presence evidenced by growing use of online instruction Library staff understands the importance of technologyProgram Weaknesses

Classroom interaction and keeping students attention


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Small classroom size Extreme in classroom temperature Staffing problems- Only two instructional librarians to teach over 5400 studentsRecommendations

Based on the results of our program evaluation we recommend:

Determine if the increase in library classes are leading to more questions at the reference

desk, higher library visits, and general library usage? If so this may require the hiring of

additional library staff.

An information literacy pre-test for all incoming freshman and a post-test for graduating

seniors to determine if students are gaining information literacy skills. Currently the pre and

post-tests are administered to students in the basic information literacy class.

Special library training for adjunct faculty to assure that they are aware of library

instruction services since the study revealed that adjuncts were less likely to bring their students

to attend library classes than full time faculty.

Expansion of computers and software to meet the demands of a growing need for

technology assistance in the library. Librarians in the instruction department should be allowed

to obtain any training necessary to gain the skills needed to help students needing technology

help.

Determine if overlap is occurring in the library classes since the study revealed that many

students are attending more than one library session. There were complaints on some of the


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library evaluations that students had heard the same information in the ENG 1101 class as the

COMM 1101 class.

An in-depth look at programs not utilizing library instruction to determine if changes are

needed to attract these classes.

More videotaped sessions of the library classes made available online since so many

students are using the online resources.

An assessment to determine the impact of making FYES (First Year Experience Studies)

library classes mandatory for all students. This change is set to take place in Fall 2013 and would

lead to an even greater number of library classes.

A study to determine the impact of the librarys embedded librarian program. If the studyfinds that the program is saving the college money by increasing retention and improving grades,

another librarian should be hired to expand the program.

Better communication to assure all required programs are installed on all computers inlibrary. Since video editing is the fastest growing class, Windows Live Movie Maker should be

installed on every library computer.

These recommendations are necessary to keep up with the rapid growth in the library instruction

program. The instruction program has experienced rapid grown in the past few years. The

evaluation makes it clear that this growth will likely continue in the coming years. By meeting

these recommendations both the college and library instruction program will benefit.


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APPENDICES


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Library Classes Student Attendence Compared with College Enrollment

Figure 1 Library Attendance Compared to College Enrollment


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Figure 2 Library Instruction Evaluation Students

2

Library Instruction Evaluation

Student Form and Results

174 Responses

Date you visited the library _________Responses Varied________________

Name of Class (example: ENG 1102): _________ Responses Varied __________________

Professors Name:___________Responses Varied ___________________

Librarians Name: ________________Responses Varied _____________________

Have you visited the library prior to this class? Yes ___74%__ No ___26%___

If so, list the class(es): _______FYES 34% ENG1101 28% COMM1101 (SPEECH)25%__ OTHERS 13%__

The purpose of the instructional session was made clear to me by the Librarian: Yes_92%_ No _8%____

The amount of material covered was suited for the time allowed.

2https://docs.google.com/spreadsheet/viewform?formkey=dFpEYWNaSk5LMEhIVzhrdm5SYmttSWc6MQ


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Too much material, too little time 28%

Just right 68%

Too little material, too much time 1%Other: __________3%_______________________________________________

The material was presented in a clear and understandable manner. Yes __94%__No__6%____

Other:

__________________________________________________________________

The librarian was friendly and encouraged participation and questions. Yes __96%__

No___4%___

Other:

__________________________________________________________________

What did you find most valuable from todays session?

91% said learning to search Galileo. The other 9 % included a wide variety of responses

Is there any information you received today that is still unclear to you?

93% said everything was clear. 4% said they were still unclear on how to print. 2% said they

were still unclear on how to check out a book.

What would you have liked to learn that was not covered in this session?

94% were satisfied with what they learned. 3% would have liked to learn how to check out a

book.

What changes would you recommend for the session?

81% had no recommendation. 14% recommended that the library sessions be more fun or

entertaining.


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Questions and Responses for Graduating Seniors about Library Instruction (Entire Survey

Included 54 Questions about Students Experience at Dalton State College)

Figure 3 Questions and Responses from Seniors


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Library Instruction Pre and Post Test AssessmentsDuring the semester, librarians met with 10 FYES sections. Each class was required to take a

library skills quiz prior to and after their library visit (pre- and post-test). Overall scoresimproved by 15 points following their library visit. Scores on most questions improved or stayed

the same following the library session. The one exception was question 10 about Galileo. Most

students got this question correct on the pre-test but most got it wrong on the post-test.Results= Test scored improved by 15 points after the library class

192 responsesPre-Test (Average Score 74) 125 responsesPostTest (Average Score

89)

Question 1At the librarys front desk, you will find:

Pre-Test Post-TestAll of the above 165 (86%) *Correct answer 119 (95%)

Question 2Items locate in the Reference or Media Collection can be checked out of the library

Pre-Test Post-TestFalse 126 (66%) *Correct answer 86 (69%)

Question 3Printing is free for students, staff and faculty at Dalton State College

Pre-Test Post-TestTrue 176 (92%) *Correct answer 121 (97%)

Question 4The materials in the Roberts Library are arranged by what classification scheme?

Pre-Test Post-TestLibrary of Congress 95 (49%) *Correct answer 118 (94%)

Question 5In order to check out books and use the laptops, you will need what type of

identification?

Pre-Test Post-TestDSOne Card 166 (86%) *Correct answer 124 (99%)

Question 6An example of a primary source is:

Pre-Test Post-TestRunning the Blockade: a Personal Narrative . 75 (39%) *correct 85

(68%)

Question 7The best source for current information is:

Pre-Test Post-TestAn article in a magazine, journal newspaper or website 163 (85%) *Correct 110

(88%)

Question 8 The following is an example ofBarr, H. Bufors. Making the Most of Your College Years. BusinessWeek (2010): 6.

Academic Search

Complete. EBSCO. Web 25 May 2011.

Pre-Test Post-TestA citation 149 (78%) *Correct 110 (88%)

Question 9The best way to find background information about a topic is to use:

Pre-Test Post-TestA print or electronic encyclopedia 107 (56%) *Correct 98 (78%)

Question 10An article that is found in a GALILEO database should be considered an Internet

source.

Pre-Test Post-TestTrue 133 (69%) *Correct 21 (17%)


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Question 11- If you want to locate books that can be checked out of the library, you should use:

Pre-Test Post-TestAny of the above 121 (63%) *Correct 105

(84%)

Question 12If you are unable to locate information on your topic, you may be using the wrong

keyword(s) or subject heading(s). A good way to proceed would be to:Pre-Test Post-TestUse a synonym in place of the keyword(s) 179 (93%) *Correct 122

(98%)

Question 13What is the best way for you to get help with your research if you cannot findmaterials on your topic?

Pre-Test Post-TestAsk a librarian for help 187 (97%) *Correct

124 (99%)

Question 14This is an example of a Boolean (advanced) search:

Capital PunishmentOrDeath PenaltyNot - Lethal Injection

Pre-Test Post-TestTrue 129 (67%) *Correct 120

(96%)

Question 15 - The Roberts Library has several research guides to direct you to the best sources

for your assignment. Where can you find these research guides?

Pre-Test Post-TestAll of the above 146 (76%) *Correct

114 (91%)

Question 16Wikipedia is a good source for your research

Pre-Test Post-TestFalse 178 (93%) *Correct 116

(93%)

Question 17When evaluating a web source to be used for your research, you should consider:

Pre-Test Post-TestAll of the above 171 (89%) *Correct

124 (99%)

Question 18If your instructor allows you to use websites for your research, where would you

start to find the best sites

Pre-Test Post-TestGALILEO 95 (49%) *Correct 87

(70%)

Question 19Peer-reviewed sources have been evaluated by scholars and using these sourceswill impress your instructor


(77%)

Question 20Information you find on the Internet is:

Pre-Test Post-TestFrom varies sources such as businesses, private citizens,


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and organizations as well as governments 178 (93%) *Correct 122

(98%)

Question 21Videos available in YouTube may be included in your PowerPoint presentations,blog or website, and it is not necessary to gain permission from the creator of the work.

Pre-Test Post-Test

False 123 (64%) *Correct 79(63%)

Question 22It is not necessary to cite commonly-known facts. For example, you would not

need to cite the freezing point of water is 32 degrees Fahrenheit.


(86%)

Question 23A bibliography is a list of the sources used to research a topic.


(86%)

Question 24Your textbook is very expensive, so rather than purchase it, you photocopy mostof the book. Does this violate copyright laws?

Pre-Test Post-TestYes 170 (89%) *Correct 111

(89%)

Question 25Copies of the MLA and APA citation style handouts can be found:

Pre-Test Post-TestAll of the above 153 (80%) *Correct 119 (95%)


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Figure 4 Library Instruction Evaluation Faculty

3

Library Instruction Evaluation - Faculty Form-13 ResponsesPlease take a moment to fill out this brief form. We appreciate your comments and suggestions!

* RequiredDate *

Your Name *

Course Name/Section Number * (Example: ENG 1102)

Librarian's Name *The librarian contacted me in a timely manner to finalize arrangements for this session. *

Yes 100%

NoOther:

The instruction met the needs of my class and helped them learn how to use the library's

resources. *Strongly agree 92%Agree 8%

Disagree

Stongly disagree

Other:Material was presented in a clear and understandable manner. *

Strongly agree 87%

Agree 13%Disagree

Stongly disagree

3https://spreadsheets.google.com/viewform?formkey=dHNqeFU0RU1oUHcwbmxrOURScUlrRFE6MQ


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Other:

The librarian was enthusiastic about teaching and the library. *Strongly agree 92%Agree 8%

DisagreeStongly disagreeOther:

The librarian utilized materials of appropriate quality, authority, and relevance to the topic. *

Strongly agree 100%Agree

Disagree

Stongly disagree

Other:The pacing of the session was appropriate to the amount of material and topics discussed. *

Strongly agree 92%

Agree 8%Disagree

Stongly disagree

Other:

What part of the session did you feel was most helpful for your students?Most common answerrelevancy of material to assignment

Do you have suggestions for ways to improve this library instruction session? Most said no,

however 2 said more hands-onAre there other instructional support services that you would like the library to provide?None


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A Few of the Faculty Comments about Library Instruction 2012

Jerry Drye (Speech and Communications)

Dr. Drye sent this comment to all faculty and staff:I am a big fan of the embedded librarian program. This was the first semester that I used this

service and both Melissa Whitesell and David Brown did an exemplary job. The DSC library isone of our greatest assets, in part because of the tools available, but mostly because of thepeople who staff it. I am grateful for all that each of you does to help educate and grow our

students and enrich the lives of faculty, staff, and community.

Lisa Hunt (LPN/Nursing)

Lisa Hunt sent this comment to all faculty and staff:I agree with Jerry and want to applaud David Brown for the wonderful dynamic and value he

added to my course this semester. I would like to request Davids help again for LPNS 1140

spring semester.

Kent Harrelson (English)

Dr. Harrelson sent this comment to library director and instructional librarian DavidBrown:

David,

My ENGL 1101 students who worked with you as embedded librarian have made higher gradeson their researched essay than last year's classes.

Average of research paper grades:Fall 2011 (two classes): 75.34

Fall 2012 (two classes) (working with embedded librarian): 81.1

In addition to making higher grades on the assignment, students were more likely to complete theresearch assignment. In fall 2011, two students didn't turn in papers at all, while in 2012, all

students who completed the class turned in a researched essay.

Thanks for your help with these classes.

Kent

Program Evaluation: Dalton State College Library Instruction Program

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