Rebeca Peacock, H. Grevatt, Ellie Dworak, L. Marsh, S. Doty
{"title":"Developing and evaluating an asynchronous online library microcredential: a case study","authors":"Rebeca Peacock, H. Grevatt, Ellie Dworak, L. Marsh, S. Doty","doi":"10.1108/rsr-07-2020-0048","DOIUrl":null,"url":null,"abstract":"Purpose This paper describes the evolution of an academic library’s approach to first-year student information literacy instruction from face-to-face instruction to a fully integrated online microcredential. The design considerations, motivation theory, and evaluation methods used to create and evaluate the course are also discussed, with implications for future library microcredential design, integration, and research in campus first-year seminar courses. Design/methodology In this paper, a multi-method approach is used to evaluate an undergraduate asynchronous online information literacy microcredential embedded in a first-year seminar. Two methods (Likert scale survey and coded reflection essays) were used in order to evaluate whether one method may be more beneficial than the other in future iterations of evaluating microcredentials. Findings In looking at a complex cognitive process such as motivation, multiple approaches to analyzing student thoughts may be beneficial. In addition, the role of the first-year seminar instructor, to help students make a connection to library material, is reinforced as is the need to provide students with accurate expectations for time required to complete online asynchronous microcredential courses. Originality This paper addresses the evaluation of microcredentials in academic libraries and also has implications for other campus departments investigating the creation of microcourses which are integrated into campus programs. These implications can be addressed in the design and development phases of the microcredential using Keller’s ARCS model and in turn, can be improved through iterative evaluation cycles using collected student data.","PeriodicalId":46478,"journal":{"name":"Reference Services Review","volume":"48 1","pages":"699-713"},"PeriodicalIF":1.3000,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1108/rsr-07-2020-0048","citationCount":"9","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reference Services Review","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1108/rsr-07-2020-0048","RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"INFORMATION SCIENCE & LIBRARY SCIENCE","Score":null,"Total":0}
引用次数: 9
Abstract
Purpose This paper describes the evolution of an academic library’s approach to first-year student information literacy instruction from face-to-face instruction to a fully integrated online microcredential. The design considerations, motivation theory, and evaluation methods used to create and evaluate the course are also discussed, with implications for future library microcredential design, integration, and research in campus first-year seminar courses. Design/methodology In this paper, a multi-method approach is used to evaluate an undergraduate asynchronous online information literacy microcredential embedded in a first-year seminar. Two methods (Likert scale survey and coded reflection essays) were used in order to evaluate whether one method may be more beneficial than the other in future iterations of evaluating microcredentials. Findings In looking at a complex cognitive process such as motivation, multiple approaches to analyzing student thoughts may be beneficial. In addition, the role of the first-year seminar instructor, to help students make a connection to library material, is reinforced as is the need to provide students with accurate expectations for time required to complete online asynchronous microcredential courses. Originality This paper addresses the evaluation of microcredentials in academic libraries and also has implications for other campus departments investigating the creation of microcourses which are integrated into campus programs. These implications can be addressed in the design and development phases of the microcredential using Keller’s ARCS model and in turn, can be improved through iterative evaluation cycles using collected student data.
期刊介绍:
Reference Services Review (RSR ) is a quarterly, refereed journal dedicated to the enrichment of reference knowledge and the advancement of reference services. RSR covers all aspects of reference functions, including automation of reference services, evaluation and assessment of reference functions and sources, models for delivering quality reference services in all types and sizes of libraries, development and management of teaching/learning activities, promotion of information literacy programs, and partnerships with other entities to achieve reference goals and objectives. RSR prepares its readers to understand and embrace current and emerging technologies affecting reference functions, instructional services and information needs of library users.