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New assessment technology: the PRS alternative.

Article Excerpt
Abstract

Personal Response Systems (PRS) can be used for instant, interactive assessment during library instruction sessions. The technology is a good active learning tool for today's freshmen, who are at the dualistic stage of cognitive development and enjoy using technology to learn. The benefits and barriers of PRS are discussed within the context of library instruction.

Introduction

Administering a one-shot library instruction session on first-year college students is a challenge. Personal Response System (PRS) technology allows a new form of active learning to take place that simultaneously yields immediate assessment data to the librarian. Students use it to answer multiple choice questions anonymously via handheld devices, and the immediate results allow for better customization of the library instruction. This article discusses previous active learning methods used in library instruction and explains why PRS is an exciting new active learning tool for today's technologically savvy freshmen. It also describes the hardware and software and discusses the benefits and challenges of using PRS to enhance library instruction.

Active Learning in Library Instruction

The concept of "active learning" is not new to the field of librarianship. Drueke, Allen and Lorenzen have all documented the rise of the active learing movement. [1] When trying to define active learning, many researchers cite Bonwell and Eisen, who in their 1991 report gave several descriptive characteristics now considered definitive. With active learning, students must do more than merely sit in class and listen to the instructor teach: instructors place less emphasis on the mere transmission of information and more on developing students' skills. Students are involved in higher order thinking processes like analysis, synthesis and evaluation while performing activities such as reading, discussion, and writing. Active learning places more emphasis on students' exploration of their own attitudes and values and requires both physical and psychological energy. [2]

Some question if there is a difference between learning and active learning, and posit that all learning is by definition active. There is, however, evidence that students learn more when they are actively engaged in a classroom setting, as opposed to merely passively sitting and listening to a lecture. Students dislike the lecture format because it bores them, and they do not retain much from the lecture beyond the first few minutes. [3] Bonwell also notes that the lecture is "less effective in promoting thought or in changing attitudes." [4] The literature provides the following examples of active learning for teaching faculty and librarians. Bonwell, speaking in general terms, writes about the modified lecture, tests and quizzes, classroom discussion, writing in class, and case studies....

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