L6 4 2

=Feedback collected regularly from students regarding the effectiveness of the information literacy and research facilities. =

Evidence
Hill (2003) has examined quality in higher education (HE) from the perspective of students. Some of the most influential factors in provision of quality HE were found to be the quality of the lecturer and the student support systems. One concern is that e-learning will detrimentally affect the stimulating environment between lecturer and students (Gibbs 2001). Such fears underscore the importance of obtaining regular feedback on quality from students.

The UKeU failed because there was not a demand for it. The focus on e-learning must not be on what technology can do, but perhaps predominantly on what customers want. Therefore, we must continuously obtain student feedback on e-learning initiatives and courses.

Resources
There are many methods of obtaining student feedback on e-courses. However, Jara & Mellar (2010) note several barriers to the collection of effective feedback. Their case-study analysis suggests that course teams need to address the quantity and quality of feedback they are gathering. But more importantly the data must be acted upon. Apart from course evaluations, feedback can be obtained through student representation, and through the close relationships of students to online tutors. Online events, online discussion boards, and other similar measures have been implemented with varying success. Jara & Mellar discuss other literature that suggests embedding feedback mechanisms in course activities.

University of Melbourne (Salisbury & Ellis 2003). Evaluation of different information literacy programs. Uses the evaluation model of Kirkpatrick (1998). This is often referred to in the literature relating to training. Of note the positive feedback on ‘happy sheets’ does not necessarily indicate that effective teaching has taken place. They use a pre-test, post-test methodology.

Dunn (2002) argue from a multi-year assessment of information literacy skills at California State University that it is important to actually assess information skills. A process must be established for assessing student information and research competence. This data can be used to target information competence instruction. Assessment, however, must be real-world in context.

Emmett & Emde (2007) describe how they have used an assessment tool based on the ACRL’s ‘information literacy competency standards for higher education’ tool. These researchers provide methods for assessing information literacy skills by focusing on the development of an assessment tool based on learning outcomes. The append their tool in full to the article.

Mittermeyer & Quirion (2003) use a 20 question quiz to study information research skills of first year undergraduates in Quebec. They conclude, ‘Despite the limited number of variables in this study, the results indicate that a significant number of students have limited knowledge, or no knowledge, of basic elements characterizing the information research process’ (p. 7). And recommend, (1) regular evaluation of the information research literacy of first-year undergraduate students upon entrance to university; (2) participation of a library representative in the various program committees; (3) successful completion of a test to measure information literacy competencies during students’ first year of studies; (4) incorporation of information literacy instruction into academic programs at the undergraduate and graduate levels.

California State University has a sophisticated information literacy assessment program. http://www.calstate.edu/LS/AA-2006-14.pdf