Developing and evaluating an asynchronous online library microcredential: a case study

IF 1.3 4区 管理学 Q2 INFORMATION SCIENCE & LIBRARY SCIENCE Reference Services Review Pub Date : 2020-10-28 DOI:10.1108/rsr-07-2020-0048
Rebeca Peacock, H. Grevatt, Ellie Dworak, L. Marsh, S. Doty
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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.
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开发和评估异步在线图书馆微证书:一个案例研究
目的本文描述了大学图书馆一年级学生信息素养教学方法的演变,从面对面教学到完全整合的在线微教学。还讨论了用于创建和评估该课程的设计考虑、动机理论和评估方法,对未来图书馆微缺设计、整合和校园一年级研讨会课程的研究具有启示意义。设计/方法在本文中,采用多方法评估嵌入一年级研讨会的本科生异步在线信息素养微缺。使用了两种方法(Likert量表调查和编码反思文章)来评估一种方法在未来评估微牙本质的迭代中是否比另一种更有益。研究结果在观察动机等复杂的认知过程时,采用多种方法分析学生的想法可能是有益的。此外,一年级研讨会讲师的作用得到了加强,帮助学生与图书馆材料建立联系,也需要为学生提供完成在线异步微型牙科课程所需时间的准确预期。独创性本文论述了对高校图书馆微型文献的评估,并对其他校园部门调查创建整合到校园项目中的微型文献具有启示意义。这些影响可以在微牙的设计和开发阶段使用Keller的ARCS模型来解决,反过来,也可以通过使用收集的学生数据的迭代评估周期来改进。
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来源期刊
Reference Services Review
Reference Services Review INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
3.20
自引率
10.00%
发文量
16
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.
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