Assessing library instruction in the freshman seminar: a citation analysis study

Abstract

In light of the general emerging focus on assessment, it is imperative that librarians develop effective methods for evaluating their instructional endeavors. This study involved analyzing the frequency with which Washington State University Freshman Seminar students used items from librarian‐constructed resource guides. In addition, the researchers evaluated the quality of Web sites used in the freshman seminar final projects. Regardless of the information format and special treatment to place resource guide items at their fingertips, students largely did not use the librarian‐recommended resources. Citation analysis of the student Web sites exhibited a broad spectrum of quality levels and raised key questions about Web site evaluation. Ideas for improving student resource selection are discussed.