In 2017, the library remodeled one of two classrooms to support active learning. As a librarian, I changed my teaching approach to include more small group work to take advantage of the new setup. Observationally and anecdotally the changes seemed to improve student learning; students participated more in class discussions and informal feedback from instructors was positive. In order to understand the impact more concretely, I undertook a pilot study in Fall 2018 to compare outcomes from the active learning classroom and the traditional computer lab classroom. I taught one-shot library sessions for different sections of the same course in both classrooms. Afterward students completed surveys to assess their affective reactions to the instruction session and they emailed me a copy of the articles that they selected, either individually in the computer lab classroom or as a group in the active learning environment, which I then analyzed for quality, relevance and authority using a rubric. This mixed methods approach to assessment sought to understand both how students felt about the utility of library instruction and library resources and also directly evaluate the outputs of the session. This poster will describe the changes made to the learning environment and pedagogical approach, the outcomes from the mixed methods assessment, and the implications of the results for future teaching.
Zoe Jarocki– Undergraduate Instruction Librarian, San Diego State University