1. 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
SOAR 2010
Southern Oregon Arts & Research
Southern Oregon University
Ashland, Oregon
May 20, 2010

2. 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.

3. 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

4. Impression of Student Learning

5. Impression of Student Learning

6. Impression of Student Learning

7. 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

8. 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.

9. 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

10. Information Literacy Survey
Let’s go check it out!

11. Information Literacy Survey

12. 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

13. 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

14. 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

15. 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
SOAR 2010
Southern Oregon Arts & Research
Southern Oregon University
Ashland, Oregon
May 20, 2010