Measuring student information literacy learning outcomes

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Measuring student information literacy learning outcomes. Gabriela Sonntag California State University San Marcos LAC 2008. - PowerPoint PPT Presentation

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  • GABRIELA SONNTAGCALIFORNIA STATE UNIVERSITY SAN MARCOSLAC 2008

    Measuring student information literacy learning outcomes

  • the unanimous conclusion from the testing done and from personal observation is that most students are seriously lacking in knowledge and ability to use books and libraries effectively.

    Felix Snider (1974)

  • Kellogg library at the California State University in San MarcosCSUSM facts: Undergraduates 8,577 Graduates 582 Full-time Faculty 187 Bachelors Degrees 27 Masters Degrees 10Top degrees: business , biology, communication, psychology, kinesiology, human development, pre-nursing, sociology. CSU system: 23 campuses, 450,000+ students , 47,000 faculty and staff.

  • Three assessments

  • Overall Results

  • GEL Pre/Post Scores

  • GEO Pre/Post Scores

  • Three assessments

  • discussing assessment methods collaboratively is a very productive exercise in planning a systematic, comprehensive information literacy program. This assessment program ..should make explicit to the institutions constituencies how information literacy contributes to producing educated students and citizens. (Information Literacy Competency Standards, p. 6)

  • General EducationCycle 1: Written Communication and Information Literacy

    Rounds: each semester select an Area to focus on: several classes in each Area, several sections of each class: Round 1: (GE Writing) and (Critical Thinking)Round 2: (Quant Reasoning) and (US History)Round 3: (Social sciences)

  • The Assessments

    Cycle 1 Rounds:#Faculty participants#Different courses represented*#Pieces of student writing assessedRound 1204737Round 297442Round 3198617Total48 19*multiple sections of the courses were assessed1796

  • Information LiteracyFinding appropriate sources: Studentscan locate appropriate references for their papers and assignments.

    Using sources: Students interpret and use the information found in their paper and assignments.

  • Results

    Student Learning OutcomeMeeting minimumRated superiorThesis86.9%20.0%Organization86.0%21.1%Mechanics86.2%20.9%Finding sources86.5%25.5%Using sources82.9%20.1%

  • Comparison possible?

  • iSkills Using Information Data

  • Three assessments

  • Annual Assessments and Program Reviews

    Required self-study includes assessment of Programmatic Student Learning Outcomes.

    Includes annual assessment findings benchmarking, changes, evidence of impact.

    Plans for next cycle of assessment studies.

  • IL AssessmentProgrammatic Student Learning Outcomes are Standards for Information Literacy (ACRL).

    Annual assessments are embedded.

    Measured student knowledge of characteristics of scholarly information sources (Evaluate).

  • Results

    #Different courses represented*# Student participantsFall7471Spring17776Total241247 *multiple sections of the courses were assessed

  • Scores by year

  • Deeper study

    Degree#core courses#cores with IL#courses with ILBiology739Comm.646History118H Develop.540Kinesiology1610Lit/Writing829Pol. Science649Psychology6110Sociology6310

  • Mean Scores by Course

  • Mean Scores by Major

  • Class score cross tabulation

    FailingAdequateExcellentTotalFreshmenCountPercent w/n class31750.50%19831.50%31118.00%628100%SophomoreCountPercent w/n class5959.60%2323.20%1717.20%99100%JuniorCountPercent w/n class13368.20%3920.00%2311.80%195100%SeniorCountPercent w/n class11866.70%2614.70%3318.60%177100%TotalCountPercent w/n class62757.10%28626.00%18616.90%1099100%

  • Comparison Possible: Evaluate?

    iSkills scoresGE AssessmentAnnual AssessmentPre-test score =59%

    Post-test score = 64%n/aFreshmen =50%

  • EconomicsLearning Outcomes measured: Formulate meaningful economic questions (4.57)Retrieve information (2.43)Apply relevant concepts (4.14)Effectively communicate (3.86)

    Conclusion: more direct incorporation of library resources

  • HistoryLearning Outcome measured: incorporate new digital and multimedia formats into the practice and presentation of history specifically questions about what issues are raised in using the Internet for research

    Conclusion: we should address this issue in more detail than we do .discussing not just how one can judge reliability of a source but also how to sift through even the most reliable sources [for evidence].

  • Political ScienceLearning Outcomes measured: Demonstrate working knowledge of research methods

    Pre-test score of 9.8 -weakness in formulating research questions, sampling, drawing conclusions.Post-test score of 17.7 -general improvement but especially in formulating research questions, hypotheses, and identifying appropriate research methodology.

  • PsychologyLearning outcomes measured: Information Literacy

    Faculty survey on student IL abilities :57% reported students find it difficult to locate sources.45.3% students need help with evaluating sources26.4% students lack synthesis skills (using information)

    General Education Assessment

  • Results: Superior Rating

    Student Learning OutcomePsychologyAll GEThesis31.5%20.0%Organization35.6%21.1%Mechanics32.4%20.9%Finding sources39.9%25.5%Using sources30.5%20.1%

  • SociologyLearning Outcome measured: Write a literature review and research report.

    Assessed research papers in capstone seminar. Interviewed faculty teaching course.Locate: 81.5%Understand: 39.5%Summarize/Synthesize (USING): 36.8%Mechanics: 36.8%

  • ConclusionsNeed for multiple measures.Need for collaboration with academic departments.Strive for improvement.

  • Future GoalsYear 2 measure Define.Engage the university community in dialog on teaching, learning, and information literacy.Look to departmental assessments and program reviews for inclusion of IL.

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