apply.ala.org
apply.ala.org
✓ Student Learning: Assignment
(No) Student Learning: Course
(No) Student Learning: Major
(No) Student Learning: Degree
✓ Student Engagement
✓ Student Success
✓ Academic Intimacy/Rapport
(No) Enrollment
(No) Retention
(No) Completion
(No) Graduation
(No) Articulation
(No) Graduates' Career Success
(No) Testing (e.g., GRE, MCAT, LSAT, CAAP, CLA, MAPP)
(No) Other (please describe)
(No) Instruction
(No) Instruction: Games
(No) Instruction: One Shot
(No) Instruction: Course Embedded
(No) Instruction: Self-Paced Tutorials
(No) Reference
(No) Educational Role (other than reference or instruction)
✓ Space, Physical
✓ Discovery (library resources integrated in institutional web and other information portals)
(No) Discovery (library resource guides)
✓ Discovery (from preferred user starting points)
(No) Collections (quality, depth, diversity, format or currency)
(No) Personnel (number and quality)
(No) Other (please describe)
✓ Undergraduate
✓ Graduate
(No) Incoming
(No) Graduating
(No) Pre-College/Developmental/Basic Skills
(No) Other (please describe)
(No) Arts
✓ Humanities
✓ Social Sciences
(No) Natural Sciences (i.e., space, earth, life, chemistry or physics)
✓ Formal Sciences (i.e., computer science, logic, mathematics, statistics or systems science)
(No) Professions/Applied Sciences
✓ English Composition
(No) General Education
✓ Information Literacy Credit Course
(No) Other (please describe)
(No) Assessment Office
(No) Institutional Research
✓ Teaching Faculty
(No) Writing Center
(No) Information/Academic Technology
✓ Student Affairs
(No) Campus Administrator
(No) Library Administrator
✓ Other Librarian
(No) Other (please describe)
✓ Survey
(No) Interviews
✓ Focus Group(s)
(No) Observation
(No) Pre/Post Test
(No) Rubric
(No) Other (please describe)
✓ Student Portfolio
✓ Research Paper/Project
✓ Class Assignment (other than research paper/project)
(No) Other (please describe)
(No) Test Scores
(No) GPA
(No) Degree Completion Rate
✓ Retention Rate
(No) Other (please describe)
What was the project's primary inquiry question?
How in the world did one faculty library group come together to explore assessing students' writing intensive projects in three academic semesters within a scholarly learning space at a Historically Black College University?
The Page Library Research Writing Academy project aligns with Lincoln University's institutional needs and priorities as a scholarly resource and space housed in the institution's university library for scholarly collaboration, student research, and writing for applied learning in-person and virtually.
As an Academic Librarian, it was important in my first year to show the value of the library from my own personal assessment of the university as an institution for higher learning and the library as an academic resource. In like manner, I wanted to show the value of an academic library to the university body.
The team composition was appropriate due to faculty members representing different departments that wanted to be a part of something of this caliber as a collaborative group to help students achieve their desired goals for academic success.
Significant Contributions:
Individual one-on-one (student and librarian) interaction with students was the main contribution that played a major role in the program.
Learning & Assessment:
Assessing the library's impact about student learning and success showed that the library needs to make and create librarian-liaison partnerships with the entire university body as it pertains to academic collaboration, along with continuing to market the project as a resource to students on campus was needed.
Culture of Assessment:
Being able to create, collaborate, and assess a project of this caliber at an academic institution for higher learning, and how the library plays a part as a resource was the first time this had ever been initiated by a librarian at this particular institution.
Significant Findings:
Students were interested and in need of learning how to use citation standards, understanding the research process, how to use a database, how to create a website and clarification regarding projects and how to create an annotated bibliography.
Recommendations:
Going forward will take creating a better partnership with academic department heads, creating a poster session to introduce them to the project, as well as marketing the project to them on a semester by semester basis is one of the keys to success in the future. In like manner, hosting information sessions for students on campus will be imperative for future enrollment.
This project is the first of its kind at this institution and university library. There is a need for assessing this project in the future once the initial steps about forming partnerships and collaborating with faculty and students has been completed, which will show the project's impact regarding student success over time.
Please list any articles published, presentations given, URL of project website, and team leader contact details.
Project Website:
https://luresearchwritingacademy.wordpress.com/
Library Team Leader:
kYmberly Keeton
Academic Art Librarian/Assistant Professor
Information Literacy Coordinator
Inman E. Page Library, Lincoln University Missouri
712 Lee Drive | Office #226
Jefferson City, MO 65101
(573) 681-5513
keetonk@lincolnu.edu
www.thehbculibrarian.wordpress.com
www.kreativeyoungmillionaire.net
| Filename | |
|---|---|
| AiA_FINAL_DRAFT_-_Poster_Presentation_by_kYmberly_Keeton.pdf | CREATING A RESEARCH WRITING ENVIRONMENT WITH PERSONALIZED LIBRARY INSTRUCTION | Inman E. Page Library in conjunction with three academic departments at Lincoln University-Missouri will come together to complete an ACRL Assessment in Action plan consisting of a library research writing academy for students enrolled in writing intensive courses. Evidence highlights the need for undergraduate and graduate students at Lincoln University to master the ability to find research information when they need it.