Paul Cavanagh presented on curriculum-based library assessment at De Montfort University. He discussed deciding on learning outcomes, evaluating resources, developing appropriate content and delivery methods, creating questions aligned with content and outcomes, and establishing an assessment process including marking. The key messages were to challenge traditional roles, change what doesn't work, and collaborate across the university to continuously improve information literacy teaching and learning.

1. How I stopped thinking like a
librarian and started asking the
right questions
Curriculum-based library assessment at De
Montfort University
Paul Cavanagh, Senior Assistant Librarian
Email: pcavanagh@dmu.ac.uk,
Twitter: @peccavanagh
Summary of presentation for Challenge, Change & Collaborate - the future
for Subject Librarianship
22nd May 2012, The Kimberlin Library at De Montfort University, Leicester

2. Before doing anything
Decide on learning outcomes –
• Can be with Academics, within library module, within teaching strategy,
aligned with information literacy programme
• learning outcomes change as programme develops – plan, deliver,
evaluate, reflect etc
Realistically evaluate available resources –
• standardisation and scale of delivery, content and assessment is
essential

3. Content
For students
• Principle of least effort rules search choices
• Provide context and language
• Timing – delivering appropriate content at the right time
For librarians
• Consider access problems - show something which works
• Use library literature – if it doesn’t exist, write it
• Content in line with learning outcomes and questions
• Means of delivery – Blackboard used by all students and lecturers,
library presence within module shell
• Scale – content / teaching / examination / marking

4. Delivery
Taught sessions Blackboard VLE
• Exercise sheets • Integrated
• Referencing examples presentations
• Library guides Presentations and exercises
• Embedded links
to PDF guides
• Session quizzes
• Exam
information
• Contacts
Guides Exercises

5. Questions
Questions must be in line with content, delivery and teaching and learning
outcomes - proofing required for grammar, vocabulary and meaning
Should consider
• Fairness (must be answerable)
• Consistency and comparability (within the test and with other students)
• Academic rigour
• Integrity of marking (transparency and objectivity)
Should be based on
• Module learning outcomes
• Taught content, exercises and library guides
• Established evaluative criteria (Information Source Evaluation Matrix)
Should avoid
• Value-based or subjective terms e.g. “best”, “better” or “good” – these
are difficult to mark, and are not based on knowledge or understanding.

6. Assessment
Creating an assessment
• Measurable, clear questions in line with content and learning outcomes
• Appropriate balance and difficulty weighting
In practice
• Instructions – how to run sessions, how to set up exam, timings
• Exam regulations
• Exam space
• Exam set up
• Exam invigilation
• Marking
• Sample marking
• Student feedback

7. Future
• Improved feedback
• Exploring deeper learning – increase subject based knowledge,
integration of academic / professional skills
• Collaborative sessions e.g. Library skills with academic writing (DMU’s
Centre for Learning and Study Support team)
• Analysis of outcomes – has students’ referencing improved?
• Reassess delivery of content / support - online

8. C3
Challenge librarian as gatekeeper
Change what doesn’t work and evolve your content, delivery and
assessment – Fix in the mix!
Collaborate with Academics, VLE developers, library colleagues
• Ask your colleagues to proof - especially those not involved in teaching
and delivery, e.g. library assistants
• Recognise a good idea or resource and use it
• Standardisation does not mean losing specialisation – adapt and apply
for different subjects
• Accept others’ input and fair criticism... But keep to the learning
objectives
• Avoid duplicating the library website in VLEs – how can you better
deliver your content?

9. Bonus material
An enterprising student constructed
a blog precisely for the test,
replicating the Blackboard content
that was turned off during the exam.
Sadly, the blog didn’t help with
questions requiring the use of
guides, catalogue etc.
Other students used Neil’s tool box
http://www.neilstoolbox.com/ for Remember:
referencing which, again to much What are the learning objectives?
sadness and loss of marks, didn’t The test is only a test – access to
reference in DMU Harvard. resources, skills, knowledge and
understanding is what you’re really
offering students

10. Bonus material
Practical advice for today’s Librarian About Campus -
The five rules of Subject / Learning / Faculty / Academic / Support
librarianship:
1.Liaison
2.Liaison
3.Liaison
4.Manage collections
5.Spend budgets