Information Literacy Survey: A Value-Added Assessment of Student Learning Dale Vidmar Information Literacy and Instruction Coordinator/ Education, Communication, Health, Phys. Ed. & Leadership Librarian Southern Oregon University Library http://www.sou.edu/library/dale vidmar@sou.edu http://webpages.sou.edu/~vidmar/SOAR2010/vidmar.ppt SOAR 2010 Southern Oregon Arts & Research Southern Oregon University Ashland, Oregon May 20, 2010

Information Literacy The ability to access and use information resources effectively and ethically Determine the nature and extent of information needed. Access information effectively and efficiently. Evaluate information and resources. Integrate information ethically and legally.

Information Literacy Survey Two-part direct value added instrument 20 multiple choice questions Created in Blackboard Pre-test implemented during the first two or three weeks of Fall Term Post-test implemented during the last three weeks of Spring Term Provides an impression of student learning

Impression of Student Learning

Impression of Student Learning

Impression of Student Learning

Information Literacy Survey Phase I – implemented in multiple levels University Seminar 300-level research and writing courses in specific disciplines Graduate students University Seminar faculty Librarians

Information Literacy Survey Phase II – Implemented pre-test during week 2 and week 5 Fall Term 2007 to 484 University Seminar students Post-test implemented during week 9 and week 11 Spring Term 2008 Only 97 students completed the post-test because it was difficult to implement so late in the term.

Information Literacy Survey Current Phase – Pre-test implemented as early as possible during Fall Term and between week 6 to week 10 Spring term Surveying about 25% to 30% of first- year University Seminar students Results indicate overall improvement by nearly all student who complete both the pre-test and post-test

Information Literacy Survey Let’s go check it out!

Information Literacy Survey

Disadvantages One more assessment that USem faculty and students have to do Not an exact science—provides an impression of student learning Changes in the tools and methods for research Fixing failed attempts Getting to the survey—particularly the post-test

Advantages Simple instrument—takes students less than 20 minutes to complete Administered and graded within Blackboard Direct measurement of student learning Potentially large data set Inexpensive

What’s Next Broaden participation of first-year University Seminar students Share the instrument with other institutions in the state and beyond Through increased participation, work the data to show the difference between students who have taken both the pre-test and the post-test

Information Literacy Survey: A Value-Added Assessment of Student Learning Dale Vidmar Information Literacy and Instruction Coordinator/ Education, Communication, Health, Phys. Ed. & Leadership Librarian Southern Oregon University Library http://www.sou.edu/library/dale vidmar@sou.edu http://webpages.sou.edu/~vidmar/SOAR2010/vidmar.ppt SOAR 2010 Southern Oregon Arts & Research Southern Oregon University Ashland, Oregon May 20, 2010