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The collaborative assessment aimed to align three departments around a cohesive, self-guided library instruction vision while establishing consistent quality standards and shared ownership. The work used an original rubric grounded in Quality Matters Course Design Standards, documenting goals, challenges, and outcomes to strengthen online research, information, and data literacy for faculty and students. The collaboration’s processes and quality assurance structures offer a transferable model for similar academic library transitions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/communications-in-information-literacy-volume-17-issue-2-article-9-quality-matters-using-a-peer-review-process-to-create-a-cohesive-multi-campus-library-online-instruction-program/599442/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/communications-in-information-literacy-volume-17-issue-2-article-9-quality-matters-using-a-peer-review-process-to-create-a-cohesive-multi-campus-library-online-instruction-program/599442.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem did the multi-campus team address through peer review?","Question",{"text":112,"@type":113},"The team sought to review and improve online instruction modules so that three campus departments could operate with a cohesive vision, consistent quality standards, and shared ownership of the program.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the team ensure quality and standardization?",{"text":117,"@type":113},"They developed and applied a novel rubric based on the Quality Matters Course Design Standards to guide professional development and evaluate instructional modules through a cross-campus peer-review process.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article report as outcomes of the process?",{"text":121,"@type":113},"It reports the ongoing journey and describes goals, challenges, and outcomes focused on ensuring high-quality online research, information, and data literacy programming for faculty and students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599442,1792172146,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Communications in Information Literacy  \n\n| Volume 17  Issue 2 | Article 9 |\n| --- | --- |\n| 12-2023\u003Cbr>Quality Matters: Using a Peer-Review Process to Create a Cohesive Multi-Campus Library Online Instruction Program\u003Cbr>Stephanie Jacobs\u003Cbr>University of South Florida, [sajacobs@usf.edu](sajacobs@usf.edu)\u003Cbr>Maryellen Nash\u003Cbr>Nashville State Community College, [Maryellen.Nash@nscc.edu](Maryellen.Nash@nscc.edu)\u003Cbr>Theresa Burress\u003Cbr>University of South Florida, [tburress@usf.edu](tburress@usf.edu)\u003Cbr>Kaya van Beynen\u003Cbr>University of South Florida, [kayatown@usf.edu](kayatown@usf.edu)\u003Cbr>Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit)\u003Cbr> Part of the Higher Education Commons, and the Information Literacy Commons\u003Cbr>Let us know how access to this document benefits you. |  |\n\nRecommended Citation  \nJacobs, S., Nash, M., Burress, T., & van Beynen, K. (2023) . Quality Matters: Using a Peer-Review Process to Create a Cohesive Multi-Campus Library Online Instruction Program. Communications in Information Literacy, 17 (2), 487–509 . [https://doi.org/10.15760/comminfolit.2023.17.2.9](https://doi.org/10.15760/comminfolit.2023.17.2.9)  \nThis open access Innovative Practice is distributed under the terms of the Creative Commons AttributionNonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nQuality Matters: Using a Peer-Review Process to Create a Cohesive Multi-Campus Library Online Instruction Program  \nStephanie Jacobs, University of South Florida Maryellen Nash, Nashville State Community College Theresa Burress, University of South Florida Kaya van Beynen, University of South Florida  \nAbstract  \nLibrarians within a newly combined, multi-campus research and instruction department undertook a large-scale peer review of their online instruction program and materials. This collaborative assessment project sought to unite three library departments with a cohesive vision for self-guided online library instruction while establishing consistent quality standards and building a shared sense of ownership and accomplishment. These goals were achieved through a collaborative assessment of online instructional modules that included the development of a novel rubric based on the Quality Matters Course Design Standards. This article reports on that ongoing journey, as well as the goals, challenges, and outcomes of the process, which at its core was dedicated to ensuring that high-quality online research, information, and data literacy programming are available for faculty and students. The processes and structures that the team built to facilitate collaboration and quality assurance may serve as a model for other academic libraries experiencing similar transitions.  \nKeywords: Quality Matters, information and data literacy, asynchronous online instruction  \nInnovative Practices  \nedited by Andrea Baer, Carolyn Gamtso, and Merinda McLure  \nJacobs, S., Nash, M., Burress, T., & van Beynen, K. (2023). Quality matters: Using a peerreview process to create a cohesive multi-campus library online instruction program. Communications in Information Literacy, 17(2), 487–509.  \nQuality Matters: Using a Peer-Review Process to Create a Cohesive Multi-Campus Library Online Instruction Program  \nCollege and university libraries have been offering asynchronous, online information literacy programming to varying degrees and purposes for decades. Often, staff or librarians with instructional design expertise coordinate this type of programming to serve distancelearning programs. With the advent of the COVID-19 pandemic in the spring of 2020 and the abrupt move to remote learning across the globe, many research and instruction departments quickly increased the scope of their existing online instruction or developed online instructi","cbCaimwNG4VVvYxV","https://ap.wps.com/l/cbCaimwNG4VVvYxV","pdf",252105,24,"English","# Abstract\n## Peer review and collaborative assessment\n## Goals and quality standards\n## Rubric development and QM alignment\n## Outcomes, challenges, and model for other libraries","[{\"question\":\"What problem did the multi-campus team address through peer review?\",\"answer\":\"The team sought to review and improve online instruction modules so that three campus departments could operate with a cohesive vision, consistent quality standards, and shared ownership of the program.\"},{\"question\":\"How did the team ensure quality and standardization?\",\"answer\":\"They developed and applied a novel rubric based on the Quality Matters Course Design Standards to guide professional development and evaluate instructional modules through a cross-campus peer-review process.\"},{\"question\":\"What does the article report as outcomes of the process?\",\"answer\":\"It reports the ongoing journey and describes goals, challenges, and outcomes focused on ensuring high-quality online research, information, and data literacy programming for faculty and students.\"}]","Communications in Information Literacy - Volume 17 - Issue 2 - Article 9 - Quality Matters: Using a Peer-Review Process to Create a Cohesive Multi-Campus Library Online Instruction Program | PDF",1792088777]