SLS 1503 Information Literacy Assessment Study ILIS Presentation

Methodology A 15-item multiple choice survey was created. 22 classes participated in study (40% of all SLS classes for fall 2009). Pretest-post-test study design was used. Pretest surveys were given to students in 21 SLS classes prior to library instruction. Library instruction was a 50 minute one- time session. Post-test surveys were given to students in 22 SLS classes at end of semester.

Correct and incorrect responses for pretest and post-test surveys were entered into an Excel spreadsheet. Mean and median for correct responses were calculated in Excel, along with minimum and maximum number. Data Input and Analysis

Results Mean score was 9.46 for pretests and for post-tests out of 15 possible correct responses, which is about a 6% improvement. Maximum number of correct responses for pretests and post-tests was 14. Minimum number of correct responses for pretests was 2 and increased to 3 for post- tests. SLS students who were surveyed did better on the pretests than expected.

What have we learned? Some factors that may influence student learning outcomes: –Prior library knowledge of students. –Prior library instruction by classroom instructors. –Required knowledge of library skills to complete assignments. –Motivation and management of students by classroom instructor –Library assignment tied to a session.

Recommendations 1.Evaluate relative importance of each question in SLS survey to determine a core competency list for all SLS classes and compare with existing template to be sure that it will conform to ACRL‘s information literacy competency standards. 2.Ensure that each librarian teaching an SLS class will cover the list of core competencies.

Recommendations (con.) 3.Reassess student information literacy skills in a subject specific area (e.g. business, nursing) as follows: –Use a control and non-control group. –Use a revised survey instrument. –Conduct instruction using a core competency template, taught in more than one session with one instructor. –Control for as many variables as possible.

Recommendations (con.) 4.Promote collaboration between the classroom instructor and librarian, by determining goals and needs of instructor for the class. 5.Assess faculty needs for library instruction by interviewing a small sample of professors, as an exploratory study.

Recommendations (con.) 6.Continue to assess the Library’s information literacy program as follows: –Measure satisfaction of students and instructors/professors with library sessions. –Create a survey in InformsUS to be accessed via a “trigger” question in LibSAT, which will be launched again in fall 2010.

Are we there yet? 1.Began with student satisfaction survey. 2.Assessed information literacy skills of students in SLS 1503 classes, not controlling for instruction variable. 3.Assessed information literacy skills of students in ENC 1102 classes with an embedded librarian and some controlling for instruction variable. 4.Assess information literacy skills of students in subject specific classes with embedded librarian and manipulating the instruction variable.