Assessing the Effectiveness of One-Hour Instruction Sessions after Hurricane Sandy: A Comparison Study of English 101 Students

Autor/inn/en	White, Scott; Cheng, Hong
Titel	Assessing the Effectiveness of One-Hour Instruction Sessions after Hurricane Sandy: A Comparison Study of English 101 Students
Quelle	In: Community & Junior College Libraries, 22 (2016) 1-2, S.31-46 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-2522
DOI	10.1080/02763915.2016.1252997
Schlagwörter	Comparative Analysis; English Instruction; Librarians; Academic Libraries; Weather; Natural Disasters; College English; Library Instruction; Community Colleges; Two Year College Students; Two Year Colleges; Research Skills; Surveys; Library Personnel; Library Skills; Library Services; Teaching Methods + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; Librarian; Bibliothekar; Bibliothekarin; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Wetter; Natural disaster; Naturkatastrophe; Bibliotheksverzeichnis; Community college; Community College; Forschungsleistung; Survey; Umfrage; Befragung; Bibliotheksarbeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this article is to chronicle and discuss a unique research opportunity at LaGuardia Community College when Hurricane Sandy caused a week of class cancelations, including library instruction sessions for ENG101 students. Librarians took advantage of the natural sample, paired with randomly selected classes that had previously attended library instruction sessions and tested students' basic research skills by using pre and post surveys. This project serves as a benchmark for assessing students' learning effectiveness in one-hour instruction sessions. The article presents an instruction assessment research project by using pre- and post-session surveys. Students who took a library one-hour instruction session performed significantly better than students who did not on tested learning outcomes. The article concludes that assessment results provide solid data in students' improvement and teaching efficacy. Results may also help library instructors make decisions about assessing and improving library instruction. Due to an unexpected circumstance, the library faculty researchers took advantage of a natural research sample and compared canceled classes with classes that had library instruction sessions on several basic research skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01