9th northumbria international conference on performance measurement in libraries and information...

9 T H N O R T H U M B R I A I N T E R N A T I O N A L C O N F E R E N C E O N P E R F O R M A N C E M E A S U R E M E N T I N L I B R A R I E S A N D I N F O R M A T I O N S E R V I C E S

A N N I E D O N A H U E – U N H M A N C H E S T E RA U G U S T 2 0 1 1

Evaluating Peer Research Mentors: a campus collaboration for effective student learning

Library Research Mentor Program – Background

Meet Natalie and Beau to learn a little about the program

LIBRARY RESEARCH MENTOR PROGRAMPILOT STUDY – SPRING 2011

CATALYSTS FOR ACTION

Our Mission Statements Reflect Core Values

• Promoting academic success throughpersonal attention and expert assistance.

UNH Manchester

Library

• We help underprepared students prepare, prepared students advance, and advanced students excel.

Center for Academic

Enrichment

Goals identified by theUNH Manchester Library

Goals identified by the Center for Academic Enrichment.

Improve students’ information literacy skills

Reduce “library anxiety” among first-year students

Increase students’ confidence levels with library research process

Enhance students’ critical thinking skills

Promote librarianship as a career possibility

• Improve students’ library research and writing skills

• Provide professional development opportunities for tutor certification levels

• Expand tutor roles and enhance their own research skills

• Facilitate the transfer of communication skills from tutor training to the library setting

How did we assess students’ attitudes and performance?

Pre/Post Survey

of Informat

ion Literacy Skills

Pre/Post Research Process Plan of

Action

Pre/Post Self-Reported

Attitude/Confidence Rating

Reflective

Response on

Research

Process

Student Measures

8. Rank the following strategies for effectiveness in choosing search terms.

(Rank 1 for the highest and 5 for the lowest)

9. Why would you use a library database? Choose one answer from the list below.

Pre-test Post-test

11. In critically evaluating information sources you should consider all but

Pre-test Post-test

13. Jennifer is looking for sources for her research paper on bullying. The professor requires that students use two academic journal articles, two books, and one web source in their paper. Jennifer has found two books and a web source for her paper but is not sure where to find journal articles. Which choice below is the

best place to find journal articles on bullying?

Pre-test Post-test

Always Frequently

Occasionally

Never

Working in the library makes me nervousI am willing to ask a librarian for assistance

I am confident in my ability to access information through the library online catalog and databases

I prefer to do my academic research using a search engine like Google

I like writing assignments that require researchI tend to use the first few sources I find

16. What are the steps you take to start your research process for this paper?

Pre-test

16. What are the steps you take to start your research process for this paper?

Post-test

20. You found academic journals, books and web sources on bullying. What questions will you ask yourself to determine if

you could use these sources for your research paper?

Pre-test

20. You found academic journals, books and web sources on bullying. What questions will you ask yourself to determine if

you could use these sources for your research paper?

Post-test

Students’ Voice – What I Learned!

How did we assess mentors’ experiences?

Mentor Measures

Completed tutorial session reports

Reflective Response

on Experience

s and Perception

sParticipate

in Focus Group or Interview

Mentors’ Share Their Experiences

Typically my role in the research process was to work with the source material used in their papers. The students and I

worked to incorporate sources seamlessly, while ensuring that they thoroughly analyzed the research and explained how it

supported their thesis. This part of the research mentor process is

very helpful for students.

Becoming a research mentor has not only benefitted the students

who have come forward asking for assistance, but it has also benefitted

my own research. The library research mentor program has given

me the opportunity to better help my peers in their research, which

strengthens their writing and allows them to excel in their

academics. . . . I am a better tutor because of this additional training.

Some Unexpected ChallengesStudent Participation•Small Numbers•Consistency•Attrition

Instrument Difficulties•Inflexibility of online survey•Confusing Instructions

Pilot Expectations•Follow Through Bumps•Too Much, Too Little Staff

Modifications/Lessons Learned

Focus

Organize

Prioritiz

e

Do Less to Get More

Get All Ducks in

a Row

Haste Makes Waste

Feedback Welcome!Questions?

We Learn from One AnotherWhat ‘s Worked For You?

Thank you!

Library Measurement