Peer Research Tutors Articulate the Value of Information Inquiry

Authors

Jennifer Schwartz, DePaul UniversityFollow

Document Type

Article

Publication Date

11-27-2023

Abstract

The University Library’s FY23 Assessment Report examines the Learning Outcome: Students attending DePaul University Library instruction sessions, workshops, and engaging with its services will be able to articulate the value of information inquiry. This year, we chose to evaluate a segment of our student employees who work at our research help desks, our Peer Research Tutors. Each was asked to write a reflection answering three prompts about how they help other students navigate the research process. These responses were evaluated for how strongly the answers showed an understanding of the value of information inquiry. Six of eight Peer Research Tutors were able to successfully articulate answers for at least two of the three questions, meeting expectations for achieving the learning outcome. While these results are encouraging, the learning outcome as written is difficult to interpret, and hard to assess. Ultimately, the library should look to revise this learning outcome in the near future for simplicity and clarity.

Recommended Citation

Schwartz, Jennifer. (2023) Peer Research Tutors Articulate the Value of Information Inquiry.
https://via.library.depaul.edu/lib_pubs/135