Purpose

This paper aims to describe the evolution of an academic library’s approach to first-year student information literacy instruction from face-to-face instruction to a fully integrated online microcredential. The design considerations, motivation theory and evaluation methods used to create and evaluate the course are also discussed, with implications for future library microcredential design, integration and research in campus first-year seminar courses.

Design/methodology/approach

In this paper, a multi-method approach is used to evaluate an undergraduate asynchronous online information literacy microcredential embedded in a first-year seminar. Two methods (Likert scale survey and coded reflection essays) were used to evaluate whether one method may be more beneficial than the other in future iterations of evaluating microcredentials.

Findings

In looking at a complex cognitive process such as motivation, multiple approaches to analyzing student thoughts may be beneficial. In addition, the role of the first-year seminar instructor, to help students make a connection to library material, is reinforced as is the need to provide students with accurate expectations for time required to complete online asynchronous microcredential courses.

Originality/value

This paper addresses the evaluation of microcredentials in academic libraries and also has implications for other campus departments investigating the creation of microcourses that are integrated into campus programs. These implications can be addressed in the design and development phases of the microcredential using Keller’s attention, relevance, confidence and satisfaction model, and in turn, can be improved through iterative evaluation cycles using collected student data.

中文翻译：

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开发和评估异步在线图书馆微凭证：案例研究

目的

本文旨在描述大学图书馆一年级学生信息素养教学方法从面对面教学到完全集成的在线微凭证的演变。还讨论了用于创建和评估该课程的设计注意事项，动机理论和评估方法，这对未来的图书馆微凭证设计，校园一年级研讨会课程的集成和研究具有启示意义。

设计/方法/方法

在本文中，采用了一种多方法方法来评估在第一年的研讨会中嵌入的本科生异步在线信息素养微凭证。在评估微凭证的未来迭代中，使用了两种方法（Likert规模调查和编码反射论文）来评估一种方法是否比另一种方法更有益。

发现

在看复杂的认知过程（例如动机）时，多种分析学生思想的方法可能会有所帮助。此外，强化了第一年研讨会讲师的作用，即帮助学生建立与图书馆资料的联系，并为学生提供对完成在线异步微凭证课程所需时间的准确期望。

创意/价值

本文介绍了对大学图书馆中的微凭证的评估，并且对其他校园部门研究将微课程创建到校园计划中的研究也具有意义。这些暗示可以在微凭证的设计和开发阶段使用凯勒的注意力，相关性，置信度和满意度模型加以解决，并且可以通过使用收集到的学生数据进行的迭代评估周期加以改善。