Library Assessment of Research Skills Instruction Tim Held Library May 13, 2011

Purpose The library is a support unit that provides instruction. Information literacy forms the basis for lifelong learning. An information literate individual is able to: –Determine the extent of information needed. –Access the needed information effectively and efficiently. –Evaluate information and its sources critically. –Incorporate selected information into one’s knowledge base. –Use information effectively to accomplish a specific purpose. –Understand the economic, legal, and social issues surrounding the use of information. From Association of College & Research Libraries Information Literacy Standards for Higher Education

Purpose Support units need to demonstrate their contribution to student success. WASC says: “The Library’s Support Unit Review notes that the Library needs to collect data that will assess student learning as a result of their instructional programs, and the team encourages the Library to do so. Based on the documents made available, the Library has not developed the capacity to assess the library’s role in student engagement and learning (CFR 4.3).” Report of the WASC Visiting Team Capacity and Preparatory Review, Western Association of Schools and Colleges, 2008, p. 11.

Issues Assessing information literacy is challenging because: –Librarians only see students for 50 minutes.

Issues Assessing information literacy is challenging because: –Librarians only see students for 50 minutes. –Evidence of learning goals is in their research papers.

Issues Assessing information literacy is challenging because: –Librarians only see students for 50 minutes. –Evidence of learning goals is in their research papers. –Few instructional programs assume responsibility for information literacy as a learning goal.

Issues Assessing information literacy is challenging because: –Librarians only see students for 50 minutes. –Evidence of learning goals is in their research papers. –Few instructional programs assume responsibility for information literacy as a learning goal. –The library does not have the ability to reach all students or track their progress from start to finish.

Build Assessment Library Instruction Assessment Plan –Based on academic program assessment plan –Information literacy learning goals mapped to library curriculum. –Each year target one or two goals to assess.

Build Assessment Library Instruction Assessment Plan –Based on academic program assessment plan –Information literacy learning goals mapped to library curriculum. –Each year target one or two goals to assess. Assess Research Skills Instruction Sessions –Typical session –Typical learning goals –Survey faculty

Results of Faculty Survey Sessions working well.

Results of Faculty Survey Sessions working well. Issues with citations as a goal of the session. Solution includes addressing it in other forms of instruction.

Results of Faculty Survey Sessions working well. Issues with citations as a goal of the session. Solution includes addressing it in other forms of instruction. Previous pilot survey also garnered qualitative comments from faculty that indicated satisfaction, though lecture is boring.

Assess the Assessment Goals of survey are not flexible, though session goals are flexible. Direct assessment, but aggregated. Easy to administer.

Future Improvement New expectations from WASC Substantive Change Proposal to assess library instruction. Automate the survey. Increase sample size. Customize your survey. IR is key. Integration of assessment with curriculum is key. Instructional faculty buy-in is key. Library faculty buy-in is key.