Kicking ASSessment: Using Information Fluency Assessment to Expand Librarian Roles, Engage in High-Impact Practices, and Create Sustained Contact with Online Learners. Issue 1 (2nd January 2017)

• Record Type: Journal Article
• Authors: Adams, Katherine; Wiley, Paula
• Is Part Of: Journal of library & information services in distance learning. Volume 11:Issue 1/2(2017)
• Page Start: 226
• Page End: 236
• Publication Date: 2017-01-02
• Subjects: High-impact practices -- librarian roles -- information literacy -- information fluency -- assessment -- LiveText; Libraries and distance education -- Periodicals; Information services -- Periodicals; 025.5
• DOI: 10.1080/1533290X.2016.1193408
• Languages: English
• ISSNs: 1533-290X

Abstract

ABSTRACT: Iowa Wesleyan University (IW) has historically struggled with both assessment and supporting online students. Newly-appointed librarians and an impending re-accreditation visit prompted an increase in involvement and presence with assessment. In an attempt to expand the library's influence on campus, librarians took on a nontraditional role in the institutional implementation of LiveText, an assessment software. Librarians at IW have played an active and integral role in not only the initial roll-out of this software, but also in training and continuing support for students and faculty. Because of its importance to institutional learning outcomes, information fluency (IF) is being recognized as a high-impact practice across disciplines, and based on the results of this case study, librarians will pursue the creation of a required online IF course for online learners.