Collecting meaningful feedback on information literacy training Results

Collecting meaningful feedback on information literacy training Results

Collecting meaningful feedback on information literacy training Results of a project to evaluate feedback methods Zoe Thomas, Assistant Librarian LSHTM Review of teaching and evaluation CC0. Pixabay. 2016/17 a review of information skills teaching included a review of teaching evaluation The aim of this project was to trial alternative methods of feedback collection to evaluate their effectiveness and recommend

feedback methods. What is being evaluated? 1,160 London based students, 1,160 London based students, 3,274 distance learning students 3,274 distance learning students

Teaching delivered face-to-face as partdelivered of modules, and onlineas Teaching face-to-face (VLE) distance partvia of Moodle modules, andfor online via

learners Moodle (VLE) for distance learners Feedback on information skills Feedback onhas information skills teaching been collected teaching has been collected since since 2013/14 2013/14 Print A4 survey, at the end of session,at

completed byeach Printeach A4 survey, the end of hand completed by hand session, Input into MS Access database, report produced each year CC0. Pixabay. Why evaluate our teaching? CC0. Pixabay. 1. have attendees acquired the skills to meet the learning objectives?

2. do attendees feel more confident in their skills as a result of training? 3. do attendees use the skills acquired in the training in their literature searching? 4. have attendees skills improved as a result of training? Feedback methods Which methods did we test? Method Delay Classes Online survey using student bookings

24 hours Foundation 1 In session IID, IDAC, DH 1 week PHEC, HPPF In session FRH

In session Travel Medicine system Online survey using Bristol Online Surveys Online survey using Bristol Online Surveys Online polling using Mentimeter/PollEverywhere Print confidence rating question Print One Minute Paper In session Foundation 2

*Feedback notified Print survey was open throughout the online In course, session students were GMH, DrPH on Moodle and at the end of the course that they could submit feedback What were the results? CC0. Pixabay.

Approaching other DL courses Advanced module Face to face to flipped? Overall response rates for each survey method *Online feedback using the student bookings system was only requested with a 24 hour delay **Online feedback using the Bristol Online Surveys tool includes feedback collected with a 1 week delay. If only in session Bristol Online Surveys are averaged, the response rate is 68%.

All other feedback methods were Ease of analysis How easy was it to collect responses? How easy was it to input the data? How easy was it to analyse the data? Online surveys and short surveys (print and online) were better for ease of collection and input. Online surveys were better for data analysis.

Deckchairs at the beach. Sharlon Garland. CC BY. Flickr. Implementing the new system of evaluation 10 Implementing the new system of evaluation 3 versions of a feedback questionnaire: Online Evaluation Form (

Print Survey PollEverywhere feedback slides New document including recommendations for use of each survey. Online evaluation form Public URL Best to use If attendees have internet access in

class If you can email them after the class to complete a form For quick input or analysis of responses after the class 12 Online evaluation form results Print survey Useful if: attendees have no internet access

during the class you do not have email addresses of attendees you have time to input/analyse responses after the 14 PollEverywhere feedback slides Useful if you are using powerpoint attendees have

internet access in class feedback is required as part of class discussion Next steps How has the feedback been this year? What kind of information can we get? How can this be used to improve teaching? 16 Thank you by Rachel Patterson. CC BY-NC-ND. Flickr. Appendix 1: methods of feedback collection

Short-term/immediate feedback Written or online feedback questionnaire at the end of the class One minute paper: What is the most important thing you learned during this session? What is uppermost in your mind now at the end of the session? Plus/delta feedback form: What do you now understand as a result of the session (+) What do you still have questions about ()) These are passed around, and students can comment on each others comments also by temptationize CC BY ND. Flickr. Reflective triads/discussion groups at the end of sessions 'Snowball' evaluation Ask students to make one positive and one negative statement about the class, place these on the board or pass them round, and ask students to vote on the ones that they agree with Muddiest point:

ask students what is still unclear after the session Action plan: ask students to state what activity they will complete as a result of the class/or what they will 18 do differently in their research now Bibliography Frutchey, Jim. "Utilizing Google Docs as an Assessment Tool for Academic Reference Librarians." Journal of Library Innovation 3.1 (2012): 148-54. Print. Gerwitz, Sarah. "Evaluating an Instruction Program with Various Assessment Measures." 42 (2014): 16-33. Print. Light, Greg, and Roy Cox. Learning & Teaching in Higher Education. United Kingdom: Sage Publications Ltd, 2001. Print. also by temptationize CC BY ND. Flickr.

Meredith, William, and Jessica Mussell. "Amazed, Appreciative, or Ambivalent? Student and Faculty Perceptions of Librarians Embedded in Online Courses." Internet Reference Services Quarterly 19.2 (2014): 89-112. Print. Nichols, James, Barbara Shaffer, and Karen Shockey. "Changing the Face of Instruction: Is Online of in-Class More Effective?": American Library Association, 2003. 378. Vol. 64. Print. van Helvoort, A. A. J. "How Adult Students in Information Studies Use a Scoring Rubric for the Development of Their Information Literacy Skills." Journal of Academic Librarianship 38.3 (2012): 165-71. Print. Willson, Rebekah. "Independent Searching During One-Shot Information Literacy Instruction Sessions: Is It an Effective Use of Time?" Evidence Based Library & Information Practice 7.4 (2012): 52-67. Print. 19

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