All Together Now: Getting Faculty, Administrators, and Staff Engaged in Information Literacy Assessment

Oakleaf, Megan; Millet, Michelle S.; Kraus, Leah

doi:10.1353/pla.2011.0035

Cited by 41 publications

(23 citation statements)

References 17 publications

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“…A rubric (Appendix B) was used to measure the open-ended questions, but with limited experience in designing and using rubrics a review of the literature was a necessary first step (Brown, 2008;Crowe, 2010;Daniels, 2010;Diller & Phelps, 2008;Fagerheim & Shrode, 2009;Gardner & Acosta, 2010;Knight, 2006;Oakleaf, 2008Oakleaf, , 2009aOakleaf, , 2009bOakleaf, Millet & Kraus, 2011). In the rubric design, aligning the criteria to the objectives of the first-year information literacy curriculum provided the framework within which to craft the measures.…”

Section: Methodsmentioning

confidence: 99%

Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

Donahue¹

2015

EBLIP

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the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The aim was to measure the impact of a peer-to-peer model on information literacy skill-building among first-year students at a small commuter college in the United States. The University of New Hampshire (UNH) is the state's flagship public university and UNH Manchester is one of its seven colleges. This study contributed to a program evaluation of the Research Mentor Program at UNH Manchester whereby peer writing tutors are trained in basic library research skills to support first-year students throughout the research and writing process.Methods -The methodology employed a locally developed pre-test/post-test instrument with fixed-choice and open-ended questions to measure students' knowledge of the library research process. Anonymized data was collected using an online survey with SurveyMonkey™ software. A rubric was developed to score the responses to open-ended questions.Results -The study indicated a positive progression toward increased learning for the three information literacy skills targeted: 1) using library resources correctly, 2) building effective search strategies, and 3) evaluating sources appropriately. Students scored higher in the fixedchoice questions than the open-ended ones, demonstrating their ability to more effectively identify the applicable information literacy skill than use the language of information literacy to describe their own research behavior.Evidence Based Library and Information Practice 2015, 10.2 46 Conclusions -The assessment methodology used was an assortment of low-key, locallydeveloped instruments that provided timely data to measure students understanding of concepts taught and to apply those concepts correctly. Although the conclusions are not generalizable to other institutions, the findings were a valuable component of an ongoing program evaluation. Further assessment measuring student performance would strengthen the conclusions attained in this study.

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Section: Methodsmentioning

confidence: 99%

Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

Donahue¹

2015

EBLIP

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“…22 However, this body of research presents many challenges: the large number of instruction delivery formats (one-shot sessions, for-credit courses, online tutorials) and methodologies (standardized tools, citation analyses, pretest/posttest, self-assessment and user-satisfaction surveys), as well as the validity and reliability of the instruments. 23 As Sobel and Sugimoto put it, Many studies … are focused on change; that is, an increase in scores from one instance of testing to the next …. The time between testing can vary, from the start and finish of a one-hour instruction session, to the start and finish of an undergraduate career.…”

Section: Instruction Effectsmentioning

confidence: 99%

Undergraduates’ Use of Google vs. Library Resources: A Four-Year Cohort Study

Perruso

2016

CRL

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. © 2016 Carol Perruso, Attribution-NonCommercial (http://creativecommons.org/licenses/by-nc/3.0/) CC BY-NC. This longitudinal study at a large public university surveyed students of the 2008 freshmen cohort over four years about their use of websites and library resources for their research papers. The three goals of the study were to track changes in reported research behavior over time, to see if students' reported source choices were associated with librarian instruction and/or if they were associated with instructors' source requirements. The study found that, as students matured, they used library resources more frequently. Librarian instruction and faculty source requirements both were associated with increased use of library resources.cademic librarians have been assessing the impact of instruction for years, but few studies have looked at undergraduate research behaviors longitudinally-and none for a cohort over four years. By surveying a convenience sample of a 2008 class of first-time freshmen each semester for four years, we hoped to develop a better understanding of how undergraduates' choices of sources changed over time, and how those changes might be associated with librarian instruction and requirements by instructors on the types of sources they used.Specifically, this study by five librarians 1 explored our frequent observations that many undergraduates quickly retreat to Google-dominant searching after instruction in the use of scholarly databases, sometimes even during the instruction session. The initial research question was, does Google reliance change over time? Using survey data from 386 first-semester freshmen and more than 75 students in each of the next seven semesters, we found that research behavior does change. Literature ReviewIn her 2009 literature review, MacMillan found that few longitudinal studies have examined undergraduate use of web and library resources for academic research, or the development of student information literacy skills over time, and a recent review of the literature by the author found the same to be true since then.2 Most of the longitudinal studies looked at change over relatively short timespans-one to two years. 3 The author could find none that tracked a cohort of students over four years. In addition to reviewing longitudinal studies, this literature review focuses on undergraduates'

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“…[A]lthough these measures (e.g., multiple choice, true/false) can be used to establish benchmarks of knowledge or to provide a snapshot of performance at a certain point in a student's academic career, they are not necessarily linked to performance objectives, and do not demonstrate how well a student has actually learned to navigate through a search strategy process to find, evaluate, use, and apply information to meet a specific need, (p. 193) In another article relating to Trinity's IL related QEP, Oakleaf, Millet, and Kraus (2011), discussed their process of developing rubrics to assess student IL. They also claimed there is little or no literature on collaborative assessment of IL.…”

Section: Il Assessmentmentioning

confidence: 99%

Information Literacy Integration as Quality Enhancement of Undergraduate Curriculum

Smith¹

2016

Comminfolit

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This article is an account of how one small liberal arts university undertook a large scale curriculum integration and assessment project under the auspices of a Quality Enhancement Plan (QEP). After a review of relevant literature, the integration and assessment process is outlined, and the assessment data is analyzed and discussed. The integration used a tiered approach, attempting to engage students with significant IL experiences first at the lower general education level, then subsequently at the upper level in their disciplinary context. Assessment tools include widely used standardized tests and surveys as well as locally developed rubrics and surveys. While the plan satisfied the reaccreditation requirements, this is a case study and not a template; many factors would make it difficult to generalize the assessment results. More useful to IL advocates and other institutions may be the overall approach of this QEP, which aimed to be thorough enough to align with regional and national standards yet flexible enough to meet local needs.Keywords: information literacy; curriculum integration; embedded instruction; assessment; Quality Enhancement Plans; QEP; private college Smith, P.A. Integrate and assess: Information literacy integration as quality enhancement of undergraduate curriculum. Communications in Information Literacy, 10(2), 214-244.

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All Together Now: Getting Faculty, Administrators, and Staff Engaged in Information Literacy Assessment

Cited by 41 publications

References 17 publications

Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

Undergraduates’ Use of Google vs. Library Resources: A Four-Year Cohort Study

Information Literacy Integration as Quality Enhancement of Undergraduate Curriculum

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