what does this mean and where do we go from here? assessing an information literacy program

What does this mean What does this mean and where do we and where do we

go from here?go from here?Assessing an Information Literacy Program

What is assessment?What is assessment?

Assessment is:


Assessment is:

• accountability


Assessment is:

• accountability• focus


Assessment is:

• accountability• focus• outcomes alignment


Assessment is:

• accountability• focus• outcomes alignment• measurement


Assessment is:

• accountability• focus• outcomes alignment• measurement• acknowledgement of professional knowledge


Assessment doesn’t have to be:



• comprehensive



• comprehensive• constant/inflexible/unchanging



• comprehensive• constant/inflexible/unchanging• intimidating



• comprehensive• constant/inflexible/unchanging• intimidating• exceptional or out of the ordinary



• comprehensive• constant/inflexible/unchanging• intimidating• exceptional or out of the ordinary• singular to the library or completely self-sufficient


If you’re...

meeting with your instruction faculty regularly to discuss best practices

...you’re already assessing your program!


If you’re...


conducting regular student evaluations of information literacy classes



If you’re...



requiring students to complete graded worksheets, quizzes, tests, etc.



If you’re...




conducting pre-tests before instruction sessions to judge class level



If you’re...




conducting pre-tests before instruction sessions to judge class level

partnering with academic faculty on assignments for both the course and IL


Assessment ResourcesAssessment Resources

Print Resources

Lindauer, B. G., Arp, L., & Woodard, B. S.(2004). “The three arenas of information literacy assessment.” Reference & User Services Quarterly, 44(2), 122-129.


Print Resources

Neely, T. Y. (2006). Information literacy assessment: Standards-based tools and assignments. Chicago: American Library Association.


Print Resources

Radcliff, C. J., Jensen, M. L., Salem, Jr., J. A., Burhanna, K. J., & Gedeon, J. A. (2007). A practical guide to information literacy assessment for academic librarians. Westport, CT: Libraries Unlimited.


Online Resources

ACRL. (2008). Information literacy competency standards for higher education: Standards, performance indicators, and outcomes. Retrieved October 28, 2008 from http://www.acrl.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm#stan


Online Resources

Information literacy assignment resource center: ACRL standards. (2008). Retrieved October 28, 2008 from http://www.sjlibrary.org/services/literacy/info_comp/ACRLstandards.htm

Assessment in ActionAssessment in Action

Evolution of Our IL Program

• The beginning – traditional “one shot” BI classes




• Then came – START (Software Training & Research Techniques), 1989





• Which evolved into – Navigating for Information, 1997





• Which evolved into – Navigating for Information, 1997

• And was renamed – Information Research & Technology, 1999



• And now – a three-tiered program, part of our new General Education curriculum, 2002

Information Literacy MatrixInformation Literacy Matrix

Instruction levels Level 1 (English 111) Level 2 (English 200) Level 3 (IL Thread)

Meredith Library Catalogsearching

Basic searches in library catalog – author, title, keyword

Advanced searches in library catalog – subject, keyword

Additional search techniques in catalog – limits, etc.

Other library catalogs Other libraries – i.e., NCSU catalog

More library catalogs & book finding aids – Library of Congress, WorldCat

Boolean logic techniques Boolean logic – and, or, not Boolean logic – truncation, nesting

Boolean logic – proximity

Web searching Basic use of internet information, some advanced search skills

Advanced search techniques

Database searching General databases – Academic Search Premier, General OneFile

Subject databases – basic use Major databases – advanced techniques

Reference sources General reference Subject reference Major subject reference

Citation instruction General citations More citation practice More citation practice

Evaluation of sources Evaluation of resources – general criteria

More evaluation of resources More evaluation of resources

Instruction levels Level 1 (English 111) Level 2 (English 200) Level 3 (IL Thread)

Meredith Library Catalogsearching

Basic searches in library catalog – author, title, keyword

Advanced searches in library catalog – subject, keyword

Additional search techniques in catalog – limits, etc.

Other library catalogs Other libraries – i.e., NCSU catalog

More library catalogs & book finding aids – Library of Congress, WorldCat

Boolean logic techniques Boolean logic – and, or, not Boolean logic – truncation, nesting

Boolean logic – proximity

Web searching Basic use of internet information, some advanced search skills

Advanced search techniques

Database searching General databases – Academic Search Premier, General OneFile

Subject databases – basic use Major databases – advanced techniques

Reference sources General reference Subject reference Major subject reference

Citation instruction General citations More citation practice More citation practice

Evaluation of sources Evaluation of resources – general criteria

More evaluation of resources More evaluation of resources

IL Program EvolutionIL Program Evolution

So where do we go from here?



• Continue as part of General Education Program




• Extend Information Literacy to graduate programs




• Extend Information Literacy to graduate programs

• ASSESS!

Assessment ToolsAssessment Tools

What are our tools?

• Worksheets

• Online discussions

• Quizzes

• Evaluations

• Faculty responses

Our Program PlanOur Program Plan

Information Literacy Goals & Outcomes ACRL standards influence all three levels of our IL Program

“Upon completion of an Information Literacy course students will:

Critically evaluate a research problem;

Select appropriate information resources;

Use efficient techniques in searching library online catalogs, information databases, the World Wide Web, and traditional print and microform materials for research and general interest information;

Critically evaluate information for quality and appropriateness to the research problem;

Recognize bibliographic data in order to accurately cite research.”


Correlation of MC program levels, IL Program/General Educationlearning outcomes, assessment measurement tools & schedule, &ACRL standards

MC level MC learning outcome Outcome measurement Assessment schedule (“odds & evens”)

ACRL standards, performance indicators, outcomes

1 Critically evaluate a research problem

111-W1, 200-W2, 111-Q, 200-Q Odd (2009, 2011…) Standard 1.1.e

1 Select appropriate information resources

111-W1, 111-W2, 111-W3, 111-W2DB, 111-W3DB, 111-Q, 200-W1, 200-W1, 200-LCSHQ, 200-W3, 200-Q

Even (2010, 2012…) Standard 1.1.aStandard 1.1.c Standard 1.2.cStandard 2.3.bStandard 2.4.bStandard 3.4.g

1 Use efficient techniques in searching

111-W2, 111-W2DB, 111-W3, 111-W3DB, 111-Q, 200-W2, 200-W3, 200-LCSHQ, 200-Q

Even (2010, 2012…) Standard 2.1.c Standard 2.2.bStandard 2.2.dStandard 2.3.aStandard 2.4.cStandard 3.7.bStandard 4.2.b


Progression of outcome development

1)Identify a skill (ex. Boolean logic techniques)

2)Find the applicable ACRL standard(s)

3)Identify appropriate level(s) of program

4)Align with program’s defined outcome

5)Decide how to best measure

6)Determine the assessment schedule

Tips from an Assessment DirectorTips from an Assessment Director

You don’t have to do everything all at once.



You don’t have to do everything all the time.



You don’t have to do everything all the time.

Sometimes, your best judgment/professional opinion is a good enough reason.

Small Group ExerciseSmall Group Exercise

Discussion Points

What are you already doing that turns out to be assessment?

What would you like to assess, but aren’t sure how or if you already do?

Program assessment ideas/successes

To wrap things up...To wrap things up...

Jennifer HanftReference [email protected]

Susan McClintock Head of Reference

[email protected]

Carlyle Campbell LibraryMeredith College,

Raleigh

On the wiki

◦CCL Info Lit matrix◦recommendations

print & online tools◦samples & examples

class evaluation forms Info Lit pre-test level 1 & 2 worksheets discussion board posts bibliography exercise

what does this mean and where do we go from here? assessing an information literacy program

Documents

assessment resources

assessment doesnt

accountability slide

comprehensive slide

ordinary slide

selfsufficient slide

accountability focus

instruction faculty