|
|
xi | |
Preface |
|
xiii | |
Acknowledgments |
|
xvii | |
|
|
1 | (20) |
|
The Differences Between Assessment and Evaluation |
|
|
2 | (1) |
|
|
3 | (9) |
|
Library Assessment Planning |
|
|
5 | (5) |
|
Barriers and Benefits to Assessment Planning |
|
|
10 | (2) |
|
|
12 | (5) |
|
|
13 | (1) |
|
Planning for Library Evaluation |
|
|
14 | (2) |
|
Benefits and Barriers to Library Evaluation |
|
|
16 | (1) |
|
|
17 | (1) |
|
|
18 | (3) |
|
|
21 | (12) |
|
|
22 | (1) |
|
Relevant Databases for Locating Evaluation and Assessment Studies |
|
|
23 | (1) |
|
Differentiating Between Evaluation and Assessment |
|
|
24 | (4) |
|
The Assessment Literature |
|
|
26 | (2) |
|
Impact Evaluation and Assessment |
|
|
28 | (1) |
|
|
28 | (2) |
|
|
30 | (1) |
|
|
30 | (3) |
|
3 The Components of an Evaluation and Assessment Research Study |
|
|
33 | (24) |
|
|
34 | (5) |
|
|
34 | (2) |
|
|
36 | (1) |
|
|
37 | (1) |
|
|
37 | (1) |
|
|
37 | (1) |
|
|
38 | (1) |
|
|
38 | (1) |
|
|
39 | (1) |
|
|
39 | (1) |
|
|
39 | (1) |
|
|
39 | (1) |
|
|
40 | (1) |
|
Example of Both Reflective Inquiry and Study Procedures |
|
|
40 | (13) |
|
|
40 | (3) |
|
|
43 | (1) |
|
|
44 | (3) |
|
|
47 | (1) |
|
|
48 | (1) |
|
Objectives and Research Questions |
|
|
49 | (2) |
|
|
51 | (1) |
|
|
51 | (1) |
|
|
52 | (1) |
|
|
53 | (1) |
|
|
53 | (1) |
|
|
54 | (3) |
|
4 Applicable Concepts and Language of Research |
|
|
57 | (14) |
|
Theoretical and Other Conceptual Frameworks |
|
|
58 | (2) |
|
|
60 | (6) |
|
Information-Seeking Behavior |
|
|
60 | (1) |
|
|
61 | (1) |
|
|
62 | (1) |
|
|
62 | (2) |
|
|
64 | (1) |
|
|
65 | (1) |
|
|
66 | (1) |
|
|
66 | (5) |
|
5 Designing Evaluations and Assessments |
|
|
71 | (26) |
|
|
72 | (1) |
|
|
72 | (1) |
|
|
73 | (4) |
|
Defining the Universe and the Sampling Units |
|
|
73 | (1) |
|
Choosing a Sampling Strategy |
|
|
74 | (3) |
|
Determining the Sample Size |
|
|
77 | (1) |
|
A Cautionary Note About Statistical Sampling |
|
|
77 | (1) |
|
|
78 | (1) |
|
|
79 | (4) |
|
|
79 | (2) |
|
|
81 | (1) |
|
|
82 | (1) |
|
|
83 | (1) |
|
|
83 | (2) |
|
|
85 | (7) |
|
|
85 | (4) |
|
Quasi-Experimental Design |
|
|
89 | (3) |
|
|
92 | (1) |
|
|
92 | (2) |
|
|
94 | (1) |
|
|
94 | (3) |
|
6 Getting Engaged in Evidence Gathering and Managerial Use |
|
|
97 | (30) |
|
Assessment and Evaluation |
|
|
97 | (8) |
|
What Is Being Assessed and Evaluated |
|
|
97 | (2) |
|
Conducting an Assessment Study |
|
|
99 | (1) |
|
Student Learning Outcomes |
|
|
100 | (5) |
|
The Use of the Evidence Gathered |
|
|
105 | (1) |
|
|
105 | (16) |
|
Designing the Evaluation Approach |
|
|
106 | (3) |
|
|
109 | (2) |
|
|
111 | (9) |
|
Addressing Problems in Conducting Evaluation Studies |
|
|
120 | (1) |
|
Principles of Good Evaluation |
|
|
121 | (1) |
|
|
121 | (2) |
|
|
123 | (4) |
|
7 Quantitative Data Collection for Evaluation Research |
|
|
127 | (18) |
|
Quantitative Data Collection |
|
|
128 | (1) |
|
Measuring Customer Expectations |
|
|
128 | (2) |
|
|
129 | (1) |
|
|
130 | (1) |
|
|
130 | (13) |
|
Administration of Standardized Tests |
|
|
137 | (1) |
|
|
137 | (1) |
|
|
137 | (1) |
|
|
138 | (2) |
|
|
140 | (1) |
|
Transactional Log Analysis |
|
|
141 | (1) |
|
|
141 | (1) |
|
|
142 | (1) |
|
|
143 | (1) |
|
|
143 | (2) |
|
|
145 | (26) |
|
Distinguishing Qualitative Research |
|
|
146 | (2) |
|
|
146 | (1) |
|
|
146 | (1) |
|
|
146 | (1) |
|
|
147 | (1) |
|
Interviewer Qualifications |
|
|
147 | (1) |
|
|
148 | (1) |
|
Generalizations of Results |
|
|
148 | (1) |
|
Data Gathering for Qualitative Research |
|
|
148 | (1) |
|
Different Data-Gathering Methodologies |
|
|
149 | (7) |
|
|
150 | (1) |
|
|
151 | (5) |
|
|
156 | (4) |
|
|
156 | (2) |
|
|
158 | (2) |
|
|
160 | (1) |
|
Qualitative Study in Library and Information Science |
|
|
161 | (1) |
|
|
162 | (1) |
|
|
163 | (3) |
|
A Selected Bibliography for Qualitative Research |
|
|
166 | (5) |
|
|
171 | (8) |
|
|
172 | (1) |
|
Frequency Distributions and Percentiles |
|
|
173 | (1) |
|
|
174 | (1) |
|
|
174 | (1) |
|
Graphic Presentation of Data |
|
|
175 | (1) |
|
|
176 | (1) |
|
|
176 | (1) |
|
|
176 | (1) |
|
|
177 | (2) |
|
|
179 | (22) |
|
General Types of Reports and Data to Present |
|
|
179 | (2) |
|
Content and Format of an Assessment or Evaluation Report |
|
|
181 | (1) |
|
|
182 | (11) |
|
|
183 | (1) |
|
|
184 | (9) |
|
Choosing an Effective Chart |
|
|
193 | (1) |
|
Other Types of Visual Displays for Numbers |
|
|
194 | (2) |
|
|
196 | (1) |
|
|
197 | (1) |
|
|
197 | (1) |
|
|
198 | (3) |
|
11 Creating a Culture of Evidence Gathering and Managerial Use |
|
|
201 | (10) |
|
|
203 | (2) |
|
Attributes of a Culture of Evidence Gathering and Managerial Use |
|
|
205 | (2) |
|
Fostering a Culture of Evidence Gathering and Managerial Use |
|
|
207 | (2) |
|
|
209 | (1) |
|
|
209 | (2) |
|
12 Reality Evaluation and Assessment |
|
|
211 | (12) |
|
Tidbit One It Is a Library, Not Brain Surgery |
|
|
212 | (1) |
|
Tidbit Two If You Do Not Need to Know, Do Not Ask |
|
|
212 | (1) |
|
Tidbit Three The Customer Is Always Right or Does It Matter? |
|
|
213 | (1) |
|
Tidbit Four Listen to Your Elders |
|
|
214 | (2) |
|
Tidbit Five The Hardest Thing Is to Start "Just Do It" |
|
|
216 | (1) |
|
Tidbit Six Make Evaluation Part of Your Work |
|
|
217 | (1) |
|
Tidbit Seven Play with Ideas |
|
|
217 | (1) |
|
Tidbit Eight Be True to Yourself |
|
|
218 | (1) |
|
Tidbit Nine Strive for the Practical |
|
|
219 | (1) |
|
|
220 | (1) |
|
|
220 | (1) |
|
|
221 | (2) |
Bibliography |
|
223 | (24) |
Appendix A Academic Libraries in the Future: Looking into the Crystal Ball |
|
247 | (16) |
Appendix B Twenty-first-Century Pressures |
|
263 | (10) |
Appendix C Selecting the Appropriate Data-Gathering Methodology |
|
273 | (8) |
Appendix D Getting Published |
|
281 | (6) |
Index |
|
287 | |