Using Formative & Summative Assessment to Evaluate Library Instruction in an Online First Year Writing Course |
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| Authors: | Natalie Haber Tiffany N Mitchell |
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| Institution: | 1. Online Services Librarian, University of Tennessee at Chattanooga (UTC), Chattanooga, Tennessee, USA;2. Department of English, University of Tennessee at Chattanooga (UTC), Chattanooga, Tennessee, USA |
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| Abstract: | Ensuring quality library instruction in an online-exclusive First Year Writing (FYW) course is important and challenging. Assessing what the students learned and how is equally important. The authors collaborate and co-teach the information literacy portion of an online-exclusive second semester FYW course at the University of Tennessee at Chattanooga. To teach information literacy skills, the authors developed tutorial videos, worksheets, and a Librarian AMA (Ask Me Anything) discussion forum for the students. The authors completed formative and summative assessments to measure the efficacy of the activities. This article explores their assessment, findings, and recommendations. |
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| Keywords: | Online library instruction assessment distance learning first year writing |
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