The Amazing Library Race: tracking student engagement and learning comprehension in library orientations

Main Article Content

Katherine Boss Katelyn Angell Eamon Tewell

Abstract

Seeking to introduce first-year students to library resources and services in an engaging way, an orientation titled The Amazing Library Race (ALR) was developed and implemented at a university library. Informed by the pedagogy of problem-based learning, the ALR asks students to complete challenges regarding different departments and services. This study assesses this initiative’s success using observational and artifact-based data, addressing the challenging prospect of evaluating the impact of library orientation sessions. Two rubrics were developed to measure student involvement and student learning comprehension. More than 14 hours of in-class observations were used to track engagement, and 64 artifacts of student learning were collected and coded to evaluate learning comprehension. After coding, interrater reliability was established using the intraclass correlation coefficient to establish the validity of the ratings. This paper will outline these methodologies, present the results of the data analysis, and discuss the possibilities and difficulties of measuring student engagement in information literacy instruction centred upon active learning.

Article Details

How to Cite
BOSS, Katherine; ANGELL, Katelyn; TEWELL, Eamon. The Amazing Library Race: tracking student engagement and learning comprehension in library orientations. Journal of Information Literacy, [S.l.], v. 9, n. 1, p. 4-14, may 2015. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/PRA-V9-I1-1>. Date accessed: 23 may 2019. doi: https://doi.org/10.11645/9.1.1885.
Keywords
information literacy; pedagogy; problem-based learning; assessment; induction; academic libraries; higher education; undergraduate students; USA
Section
Peer reviewed articles