American Association for Higher Education (AAHE) and Pausch and Popp.

You would use the Form option.

Assessment of Library Bibliographical Instruction Laura A. Saloiye

What is Information Literacy? Middle States definition: “…an intellectual framework for identifying, finding, understanding, evaluating and using information. It includes determining the nature and the extent of needed information and its sources; incorporating selected information in the learner's knowledge base and value system; using information effectively to accomplish a specific purpose; understanding the economic, legal and social issues surrounding the use of information and information technology; and observing laws, regulations, and institutional policies related to the access and use of information.” My Summary: IL provides students with the means to critically think through and evaluate the resources they need to be successful students and professionals.

Assessment? “The purpose of assessment is to engage a campus community collectively in a systematic process to understand and enhance learning…those who lead assessment initiatives, are responsible for motivating and involving the rest of the campus community” ~Assessment of Student Learning: Options and Resources (pg. 5)

Principals of Assessing Student Learning The assessment of student learning begins with educational values. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. Assessment works best when it is ongoing, not episodic. Assessment fosters wider improvement when representatives from across the educational community are involved. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. Through assessment educators meet responsibilities to students. Assessment is most effective when undertaken in an environment that is receptive, supportive, and enabling.

Steps to Assessment Simple Within the Library, Establish what objectives/ skills you want your students/faculty to meet. Establish how you are going to measure those objectives (class survey, clickers, yearly survey, etc.) Provide measure to students Keep track of results Complex Within the University Establish a task force to determine what the University’s stance on Information Literacy will be. Establish assessment measures for the University and create a plan to implement the program(s) to your campus. Implement, gather results. Assess current efforts using your results to make revisions and changes as needed.

What have we done at PBU? We currently have no University-wide initiative for Info Lit. assessment. The Library keeps track of sessions and promote sessions to faculty. Old Format Bulky Lots of time to process Delivered to professor a week after session Returns were less frequent

What have we done at PBU? The New Format Digital Results are instant and exportable Full class participation Can copy and update surveys for different classes. All results are returned.

Online Survey tools Google Docs Survey SurveyMonkey Zoomerang Others

Favorite- Google Docs Google Docs Survey Simple to use Cleaner presentation Excel exportable results Simple summaries

Summary of Results

Set up- Demonstration

Tips for assessment 50 minute session? Allow the students to help you with assessment. Explain learning objectives at the beginning of the session Encourage students to give feedback during the session. Utilize active learning activities to help with skill building. Provide clear, measurable outcomes- they will be easier to define and track. Limit the number of outcomes per Information Literacy session to increase student memory and recall. Keep track of results! Read through results! You can make changes to the curriculum to enhance presentation and hopefully student recall.

Bibliography Grassian, Esther S., and Joan R. Kaplowitz. 2001. Information literacy instruction: theory and practice. Information literacy sourcebooks. New York: Neal-Schuman. Gross, Melissa, and Don Latham. 2009. "Undergraduate Perceptions of Information Literacy: Defining, Attaining, and Self-Assessing Skills." College & Research Libraries 70, no. 4: 336-350. Academic Search Premier, EBSCOhost (accessed December 19, 2010). Lindauer, Bonnie Gratch, Lori Arp, and Beth S. Woodard. "The Three Arenas of Information Literacy Assessment." Reference & User Services Quarterly 44, no. 2 (Winter2004 2004): 122-129. Academic Search Premier, EBSCOhost (accessed December 19, 2010). List-Handley, Carla J. 2008. Information literacy & technology. Dubuque, Iowa: Kendall/Hunt. Middle States Association of Colleges and Schools. 2003. Developing research & communication skills: guidelines for information literacy in the curriculum. Philadelphia, Pa: Middle States Commission on Higher Education. Oakleaf, Megan. 2009. "The information literacy instruction assessment cycle: A guide for increasing student learning and improving librarian instructional skills." Journal of Documentation 65, no. 4: 539-560. Academic Search Premier, EBSCOhost (accessed Somi, Ntombizodwa G., and Karin de Jager. 2005. "The role of academic libraries in the enhancement of information literacy: a study of Fort Hare Library." South African Journal of Library & Information Science 71, no. 3: 259-267. Academic Search Premier, EBSCOhost (accessed December 19, 2010). Staley, Laura A. 2007. "Using Survey Sites for Information Literacy Scheduling and Teaching." College & Undergraduate Libraries 14, no. 3: 103-106. Academic Search Premier, EBSCOhost (accessed December 19, 2010). Wagner, Daniel A. 2008. "Adult Literacy: Monitoring and Evaluation for Practice and Policy." International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft 54, no. 5/6: 651-672. Academic Search Premier, EBSCOhost (accessed December 19, 2010).