One thing I am very interested in is how we can measure the difference that information activities make. I have looked at quite a few diagnostic tests, and while they are good for ascertaining levels of understanding and skills attainment,they are quite specifically about IL and probably predispose the particpant to select the correct answers. Whether the IL activities have really made a difference to learning attitudes and habits is more difficult to measure. I have read a few papers about this recently and particularly like the ideas in “Direct assessment of IL using writing portfolios” by Scharf in the Journal of Academic Librarianship 2007 33(4) 462-78.
I am hoping to use this technique in a project I’m working on with Dr Bleasdale, a chemistry lecturer here at Newcastle. Basically, I will look at one of the first pieces of chemistry coursework and assess IL levels evidenced in them. A variety of IL activities will take place over the year and then I will examine a further set of chemistry coursework at the end to see of there is evidence of better IL understanding.
If there is anyone reading this who has other suggestions for measuring impact, I’d be very pleased to hear from you – email me and I’ll add your comments to the blog.

Spring in Durham (no rain!)