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Elizabeth Carter (2002)
"Doing the Best You Can with What You Have:" Lessons Learned from Outcomes Assessment.The Journal of Academic Librarianship, 28
Maureen Nimon (2001)
The Role of Academic Libraries in the Development of the Information Literate Student: The Interface Between Librarian, Academic and Other StakeholdersAustralian Academic & Research Libraries, 32
C. Lpez (2002)
Assessment of student learning: challenges and strategiesThe Journal of Academic Librarianship, 28
Lorrie Knight (2002)
The role of assessment in library user educationReference Services Review, 30
L. Thaxton (2002)
Information Dissemination and Library Instruction in Psychology RevisitedBehavioral & Social Sciences Librarian, 21
Patricia Iannuzzi (1999)
We are teaching but are they learning: Accountability, productivity, and assessmentThe Journal of Academic Librarianship, 25
Pam Baxter (1986)
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Oswald Ratteray (2002)
Information literacy in self-study and accreditation☆The Journal of Academic Librarianship, 28
M. Winner (1998)
Librarians as Partners in the Classroom: An Increasing ImperativeReference Services Review, 26
Bonnie Gratch-Lindauer (2002)
Comparing the regional accrediation standards: outcomes assessment and other trendsThe Journal of Academic Librarianship, 28
Thomas Cunningham, Scott Lanning (2002)
New frontier trail guides: faculty‐librarian collaboration on information literacyReference Services Review, 30
Alison Paglia, Annie Donahue (2003)
Collaboration works: integrating information competencies into the psychology curriculaReference Services Review, 31
A. Fiegen, Bennett Cherry, Kathleen Watson (2002)
Reflections on collaboration: learning outcomes and information literacy assessment in the business curriculumReference Services Review, 30
Lawrie Merz, Beth Mark (2002)
Assessment in college library instruction programs
Joyce Merriam, Ross LaBaugh, Nancy Butterfield (1992)
Library Instruction for Psychology Majors: Minimum Training GuidelinesTeaching of Psychology, 19
Julie Rabine, Catherine Cardwell (2000)
Start making sense: Practical approaches to outcomes assessment for librariesResearch Strategies, 17
T. Daugherty, Elizabeth Carter (1997)
Assessment of Outcome-Focused Library Instruction in Psychology.Journal of Instructional Psychology, 24
Patricia Iannuzzi (2000)
Information Literacy Competency Standards for Higher EducationCommunity & Junior College Libraries, 9
C. Black, Sarah Crest, M. Volland (2001)
Building a successful information literacy infrastructure on the foundation of librarian–faculty collaborationResearch Strategies, 18
C. Cohen (1995)
Faculty Liaison: A Cooperative Venture in Bibliographic Instruction.The Reference Librarian, 24
A case study of the integration of information literacy into a psychology research course is presented. The process of integration began with developing learning outcomes, a four‐hour curriculum, exercises, and an assessment instrument, which were approved by the Psychology Department's undergraduate curriculum committee. Also emphasized is the ongoing exchange of expertise between liaison librarian and psychology faculty to enhance library‐related components in the design of the course. Difficulties in implementing the program are described, along with the use of outcome statistics to underscore the value of the partially implemented program. Librarians used data from student assessments to highlight the need for more intensive and extensive student training to meet learning objectives. The sometimes laborious process of academic negotiation is discussed, along with the resulting decision to develop a psychology literature tutorial through collaboration between a junior Psychology Department faculty member and a librarian.
Reference Services Review – Emerald Publishing
Published: Jun 1, 2004
Keywords: Psychology; Academic libraries; Information; Assessment; Undergraduates
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