assessment in action present to library
TRANSCRIPT
![Page 1: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/1.jpg)
Assessment in Action: Academic Libraries & Student SuccessCRITICAL THINKING & INFORMATION LITERACY
Poster Presentation: American Library Association Annual Conference, San Francisco, 2015 Sherry Tinerella
![Page 2: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/2.jpg)
![Page 3: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/3.jpg)
ACRL: Value of Academic Libraries Initiative
Association of College & Research LibrariesInitiative is the result of Summits –
![Page 4: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/4.jpg)
Themes
Accountability Unified Approach
Student learning/success Evidence-based
![Page 5: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/5.jpg)
AiA
Institution of Museum & Library Services (IMLS) Collaborative Planning Grant
Assessment in Action: Academic Libraries & Student Success
Goal 1• Develop professional competencies of librarians to document &
communicate the value of the library in relation to institutional goals for learning & student success.
Goal 2• Build & strengthen collaborative partnerships with stakeholders in
higher ed.
Goal 3• Contribute to higher ed assessment work by creating approaches,
strategies & practices that document library’s contribution.
![Page 6: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/6.jpg)
Overview
2013-201475
institutions
2014-201573
institutions
2015-201655
institutions
• Application process
• 14 month commitment
• Attend 2 full day workshops at ALA annual & midwinter
• Moodle learning management system meetings & assignments
• Group discussions
• Poster Session Each librarian is a team leader on their campus who is to create a community of practice. Teams should consist of librarians, administration, & faculty. The purpose is to design, implement, and present research that provides evidence of the library’s value & contribution to student learning or success.
![Page 7: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/7.jpg)
Purpose:
To demonstrate the impact of information literacy (IL) through library instruction on critical thinking and to create a sustainable IL program to ensure student success.
![Page 8: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/8.jpg)
Arkansas Tech Team
Sherry Tinerella – Team Leader
Monica Varner – Director of Institutional Effectiveness
Rebecca Callaway – Professor of Education & Instructional Designer for eTech
Regina St. John - Associate Professor of English
Hanna Norton – Assistant VP for Academic Affairs
![Page 9: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/9.jpg)
Research Question: How does information literacy contribute to critical thinking in undergraduate students?
• Use 2 sections of Introduction to Library Resources LBMD 2001
• Use TRAILS Assessment, pre and post tests
• Rubric for Final Project
![Page 10: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/10.jpg)
![Page 11: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/11.jpg)
![Page 12: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/12.jpg)
TRAILS Assessment AlignmentTo Standards
Number of Questions on Assessment
Data Used to Assess Prior Knowledge
Develop Topic 6 5 most relevant 1 point each
Identify Sources 6
Search Strategies 6
Evaluate Information
6 5 most relevant1 point each
Use Information 6
Prior Knowledge Post
This score
Average of these four skills
![Page 13: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/13.jpg)
0 5 10 15 20 25 30 35 40 450
1
2
3
4
5
6
Develop a Topic
Pre-test Post-test Final
Students
Scor
e
0 5 10 15 20 25 30 35 40 450
1
2
3
4
5
6
Evaluating Sources & Information
Pre-test Post-test Final Project
Students
Scor
e
Students Pre & Final Rubric85.5% Increase12.5% No Change.05% Decrease
Students Pre & Final Rubric
56.5% Increase
17.5% No Change
25% Decrease
![Page 14: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/14.jpg)
Students would benefit from IL instruction embedded into relevant courses within their majors. Library faculty can provide a strategy to implement IL instruction into these courses. Librarians can collaborate with faculty to create authentic learning activities that teach IL and subject specific research methods together.
Critical thinking & information literacy have been examined together in library science for at least 25 years when Sonia Bodi published a paper about the connection between bibliographic instruction & critical thinking.
More recent literature indicates that campus-wide programs exist based on this correlation. (Johnson, Lindsay, & Walter 2008).
Studies examine the critical thinking aspect of IL instruction within specific disciplines. (Van Loon & Lai, 2014)
Information literate college graduates are desirable in the workplace as well as academe. (Bell, 2014).
![Page 15: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/15.jpg)
Benefits of AiA• Created relationships with campus administrators and
faculty• Invaluable professional development and networking• Education in assessment, research, and communication• Basis for expanding Information Literacy education through
library instruction
![Page 16: Assessment in action present to library](https://reader030.vdocuments.us/reader030/viewer/2022032514/55d39defbb61ebf2268b4821/html5/thumbnails/16.jpg)
• ACRL (2000). Information Literacy Competency Standards for Higher Education. Retrieved from http://www.ala.org/acrl/standards/informationliteracycompetency
• Bell, S. (2014, March 19). Employers want workplace-ready grads, but can higher ed deliver?/from the Bell Tower. Library Journal: Academic Newswire. Retrieved from http://lj.libraryjournal.com/2014/03/opinion/steven-bell/employers-want-workplace-ready-grads-but-can-higher-ed-deliver-from-the-bell-tower/#_
• Johnson, C., Lindsay, E.B., and Walter, S. (2008). Learning more about how they think: Information literacy instruction in campus-wide critical thinking project. College and Undergraduate Libraries, 15(1/2).
• Kent State University Libraries. TRAILS: Tools for real-time assessment of information literacy skills. Retrieved from www.trails-9.org
• Van Loon, J.E., Lai, H.L. (2014) Information literacy skills as critical thinking framework in the undergraduate engineering curriculum. Library Scholarly Publications 80. Retrieved from http://digitalcommons.wayne.edu/libsp/80
References