A Qualitative Coded Analysis of Undergraduate and Graduate Student Library Instruction Feedback
Year: 2015
Type: article
Abstract: Student Feedback has become increasingly important as libraries tailor their services to the customer. A team from Texas A&M University Libraries analyzed student feedback forms to determine impressions from library information literacy classes. This paper analyzes student feedback forms through both traditional assessment and a coded-analysis using ATLAS.ti. These analyses determined student participation by number of attendees, student classification, and departmental majors. Overall themes emerged from students’ comments that provided insight into the information literacy sessions. The study found that reaching undergraduate students in their first–year and seeing graduate students more than once, makes a greater impact on their perception of the library.
Source: Lincoln (University of Nebraska)
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2219579726