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This column reflects the author's conversation with the University Library Dean about ongoing assessments and future directions. It raises a key question for assessment professionals and library leadership: "As the current assessment is proceeding according to plan, should we continue with the existing approach or explore potential changes?" To address this, the author will present the background of assessments at a public research university, highlighting outcomes and challenges using current examples. Additional questions will be provided to encourage reflection on assessment efforts at their institutional library. [ABSTRACT FROM AUTHOR]

This column provides an overview of the newly updated Proficiencies for Assessment in Academic Libraries (approved June 2023) and outlines the steps and rationale for each phase of the revision process. It is our hope that you will not only apply and share these assessment proficiencies in your own organizations and practice but also consider how you might adapt the strategies for inclusivity and transparency that were used to update the Proficiencies in your own work such as strategic planning, updating or revising programs, or creating new services. [ABSTRACT FROM AUTHOR]

This study examines data from a survey conducted at a U.S. public research university, focusing on students' behaviors and attitudes toward the library, both physical and online. The analysis categorizes student users and nonusers based on demographics such as full-time enrollment, first-generation status, college, and grade point average (GPA). Results indicate that first-generation students were most likely to never use the online library. Low GPA respondents visited the physical library most frequently, whereas high GPA students were more inclined to use e-resources. The discussion section includes suggestions for improving services and resources to support student success. [ABSTRACT FROM AUTHOR]

In the initial stage of their federally funded research project, the authors detail how they developed and validated a set of assessment tools aimed at measuring undergraduate students' academic engagement and their own definition of academic success. To ensure the tools were measuring what they were intended to, and that they were reliable, the authors enlisted content experts, including a librarian with academic engagement expertise, three educational psychologists with specialization in college students' engagement, self-regulation, and related fields, and two psychometricians with knowledge of psychological measurement. The authors also reflect on the lessons they learned from the process of developing and validating the assessment tools. [ABSTRACT FROM AUTHOR]

Objective: The aim of this method is to assess an online library guide, using both qualitative and quantitative methods, with the specific objective of discovering who is using the guide and why, as well as understanding the impact of the guide on user learning outcomes. Approach: This method combines the use of web/data analytics (quantitative) and a web-based survey (quantitative and qualitative) with an existing model for measuring learning outcomes. By combining these methods, a more robust assessment of an online guide can be achieved. Data Type Used: The discussed online guide assessment used data from Google Analytics and from a web-based survey, created in Qualtrics, with learning outcome questions developed using the Project Outcome for Academic Libraries Toolkit. Strengths: The combined analysis of the web analytics and survey data resulted in an expanded assessment of the library guide and a richer picture of guide users, their behavior, and their learning outcomes. Limitations: Individually, each method used in this research has limitations. Web analytics are unable to determine users' motivation (why) for using the guide and whether they have learned (impact) from their behavior/interaction while using the guide. Surveys collect self-reported data and may be subject to recall bias. However, when the methods are combined, each helps to counteract the individual limitations. [ABSTRACT FROM AUTHOR]

This article explores the relationships between faculty library use, their perceptions of the importance of library resources, and its impact on their research productivity at a public research university. The authors used a self-reported faculty survey and publication records from a faculty activity reporting system to answer this question. Findings showed that faculty’s perceptions of the library resource for their research had no relationships with faculty research productivity, whereas a positive correlation was found between the frequency of use of online journals and databases, and faculty research productivity. Qualitative findings revealed that faculty viewed the library as providing and purchasing the needed library resources, and that they valued the librarians and library services as essential to their teaching and research. [ABSTRACT FROM AUTHOR]