Building Instruction Assessment and Teaching Support from the Grassroots Up
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Date
2012
Authors
Coco, Pete
Lyon, Colleen
Frigo, Emily
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Description
It‘s the nature of our work: librarians typically come into
one-shot instruction sessions without the benefit of knowing
much about the students they‘ll be teaching and by the time
the session is over and they have learned something about
them, they may never see those particular students again.
Developing valid rules of thumb, then, becomes precious. If
a class full of freshman is more likely to engage with a certain
pedagogy or resource, knowing so based on past experience
would give librarians an advantage as they plan their
lessons and engage with students in-session. In the spring of
2010, the English librarian and the science librarian at
Grand Valley State University (GVSU) began a project to
identify such trends across classrooms by creating a common
student evaluation form. We hoped using the form
would generate a dataset that could inform our sessions with
evidence-based pedagogical approaches and contribute to
instruction planning dialogs with classroom faculty (Ariew
& Lener, 2007).
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Citation
Coco, P., Lyon, C., & Frigo, E. (2012). Building instruction assessment and teaching support from the grassroots up. LOEX Quarterly, 39(1), Article 5. http://commons.emich.edu/loexquarterly/