Assessing institutional repositories for evidence of student learning: Journal of Electronic Resources Librarianship: Vol 0, No 0

Abstract:  Institutional repositories (IRs) are assessed via holdings and usage, yet institutions may require evidence of contributions to teaching, learning, and research status. Authors created two instruments: a multi-institutional survey of IR managers/administrators on assessment of IRs for student learning and IRs as factors in attaining R1 research status, and a single-institution survey on faculty perceptions of IRs for teaching/learning. Managers reported student-learning assessment is not a concern; faculty responses showed IRs are not widely viewed as teaching/learning tools. Findings suggest limited alignment between IR assessment and institutional goals. Librarians can improve IR promotion and develop rubrics/checklists to capture tacit outcomes.