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Friends of Mabee LibraryFriends of Mabee LibraryOctober 28, 2004October 28, 2004
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Standardized Standardized Assessment of Assessment of
Information Literacy Information Literacy SkillsSkills
Presented byPresented by
Judy DruseJudy Druse
Martha ImparatoMartha Imparato
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Purpose is to develop a Purpose is to develop a standardized instrument to standardized instrument to measure college students’ measure college students’ information literacy competencies information literacy competencies based on the Association of College based on the Association of College and Research Libraries’ Information and Research Libraries’ Information Competency Standards for Higher Competency Standards for Higher EducationEducation
October 28, 2004October 28, 2004 Friends of Mabee LibraryFriends of Mabee Library
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LibrariesLibraries
Can document information literacy Can document information literacy skill levelsskill levelsEstablish internal and peer Establish internal and peer benchmarks of performance benchmarks of performance Pinpoint areas for improvementPinpoint areas for improvementIdentify and justify resource needsIdentify and justify resource needsAssess and demonstrate the effect Assess and demonstrate the effect of changes in their instructional of changes in their instructional programs programs
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DescriptionDescription
200 undergraduates200 undergraduatesWeb-based testWeb-based test45 multiple choice questions randomly 45 multiple choice questions randomly selectedselectedQuestions address information literacy Questions address information literacy “skill sets”“skill sets”Item response theory (IRT)Item response theory (IRT)
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Participating ClassesParticipating Classes
AC 330 Accounting SystemsAC 330 Accounting Systems
CN 101 Principles and Practices of CN 101 Principles and Practices of Human CommunicationHuman Communication
EN 101 Freshman CompositionEN 101 Freshman Composition
IS 170 Library Research StrategiesIS 170 Library Research Strategies
Greek organizationsGreek organizations
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ResultsResults
Compares WU with Compares WU with average results from average results from 38 institutions who 38 institutions who have participated have participated since Phase Isince Phase I111 useable 111 useable responsesresponses4 standards and 9 4 standards and 9 skill setsskill setsSex, ethnicity, class Sex, ethnicity, class standing, and major standing, and major field of studyfield of study
Average student Average student performanceperformanceTrends in Trends in performanceperformanceValidity of Validity of instrument is still instrument is still being testedbeing testedInstruction librarians Instruction librarians can use results in can use results in goal setting for goal setting for Instruction programInstruction program
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Average Student Average Student ResponseResponse
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DemographicsDemographics
SexSex• 57 females57 females• 54 males54 males
EthnicityEthnicity• 4 African-4 African-
AmericanAmerican• 1 American Indian1 American Indian• 4 Hispanic4 Hispanic• 1 Pacific 1 Pacific
Islander/AsianIslander/Asian• 80 White80 White• 21 not reported21 not reported
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DemographicsDemographics
Class standingClass standing• 31 freshmen31 freshmen• 22 sophomores22 sophomores• 20 juniors20 juniors• 24 seniors24 seniors• 14 others14 others
GPAGPA• 3 <=1.53 <=1.5• 4 1.51 – 2.004 1.51 – 2.00• 12 2.01 – 2.5012 2.01 – 2.50• 18 2.51 – 3.0018 2.51 – 3.00• 18 3.01 – 3.5018 3.01 – 3.50• 24 3.51 – 4.0024 3.51 – 4.00• 21 not reported21 not reported
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DemographicsDemographics
MajorMajor• 29 Business, Management, Marketing29 Business, Management, Marketing
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4 ACRL Standards4 ACRL Standards
Standard IStandard I
Standard IIStandard IIStandard IIIStandard III
Standard VStandard V
The average student at Washburn University performed on all standards at or slightly above the average student from all institutions combined.
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Student Student PerformanPerforman
ceceby by
StandardStandard
Figure 1
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Standard 1Standard 1 The The
information information literate literate student student
determines determines the nature the nature
and extent of and extent of the the
information information needed.needed.
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Standard 2Standard 2The The
information information literate literate student student
accesses accesses needed needed
information information effectively effectively
and and efficiently.efficiently.
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Standard 3Standard 3 The information The information literate student literate student
evaluates evaluates information and information and
its sources its sources critically and critically and incorporates incorporates
selected selected information into information into
his or her his or her knowledge base knowledge base
and value and value system.system.
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Standard 5Standard 5The information The information literate student literate student
understands understands many of the many of the
economic, legal, economic, legal, and social issues and social issues surrounding the surrounding the
use of use of information and information and
accesses and accesses and uses information uses information
ethically and ethically and legally.legally.
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9 Skill Sets9 Skill Sets
Developing a topicDeveloping a topic
Scholarly Scholarly communication/ communication/ structure of disciplinesstructure of disciplines
Identifying and Identifying and distinguishing among distinguishing among types of sourcestypes of sources
Selecting finding toolsSelecting finding tools
Selecting search termsSelecting search terms
Constructing the Constructing the searchsearch
Database mechanicsDatabase mechanics
Evaluating and Evaluating and revising search resultsrevising search results
Retrieving sourcesRetrieving sources
Evaluating and Evaluating and selecting sourcesselecting sources
Documenting sourcesDocumenting sources
Economic, legal, and Economic, legal, and social issuessocial issues
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9 Skill Sets9 Skill Sets
The average student at Washburn University performed on 6 skill sets at or slightly above the average student from all institutions combined.
The average student at Washburn University performed on 3 skill sets slightly below the average student from all institutions combined.
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StudentStudentPerformancePerformanceby Skill Setsby Skill Sets
Scholarly Scholarly CommunicationCommunication
Figure 2
Figure 2
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Identifying Identifying and and
DistinguishiDistinguishing among ng among Types of Types of SourcesSources
Figure 3
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Selecting Selecting Finding Finding ToolsTools
Figure 4
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ConstructiConstructing the ng the SearchSearch
Figure 5
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Database Database MechanicsMechanics
Figure 6
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Database Database MechanicMechanic
ss
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Retrieving Retrieving SourcesSources
Figure 7
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Evaluating Evaluating and and
Selecting Selecting SourcesSources
Figure 8
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Evaluating Evaluating and and
Selecting Selecting SourcesSources
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Documenting Documenting SourcesSources
Figure 9
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DocumentinDocumenting Sourcesg Sources
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Economic, Economic, Legal, and Legal, and
Social IssuesSocial Issues
Figure 10
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Trends in Trends in PerformancePerformance
the ability to demonstrate when the ability to demonstrate when it is appropriate to use a general it is appropriate to use a general and subject-specific information and subject-specific information source (e.g., to provide an source (e.g., to provide an overview, to give ideas on overview, to give ideas on terminology) terminology) the ability to use help screens the ability to use help screens and other user aids to and other user aids to understand the particular understand the particular search structures and search structures and commands of an information commands of an information retrieval systemretrieval systemthe ability to distinguish the ability to distinguish characteristics of information characteristics of information provided for different audiencesprovided for different audiencesthe ability to identify keywords the ability to identify keywords that describe an information that describe an information source (e.g., book, journal source (e.g., book, journal article, magazine article, Web article, magazine article, Web site)site)
the ability to use effectively the the ability to use effectively the organizational structure of a organizational structure of a typical book (e.g., indexes, tables typical book (e.g., indexes, tables of contents, user’s instructions, of contents, user’s instructions, legends, cross-references) in legends, cross-references) in order to locate pertinent order to locate pertinent information in itinformation in itthe ability to demonstrate an the ability to demonstrate an understanding that some understanding that some information and information information and information sources may present a one-sided sources may present a one-sided view and may express opinions view and may express opinions rather than factsrather than factsthe ability to recognize that the ability to recognize that consistency of citation format is consistency of citation format is important, especially if a course important, especially if a course instructor has not required a instructor has not required a particular styleparticular stylethe ability to demonstrate an the ability to demonstrate an understanding of institutional understanding of institutional policies related to human subjects policies related to human subjects researchresearch
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Next StepsNext Steps
Participate in the 2004/05 SAILS Participate in the 2004/05 SAILS administrationadministration• Administer the instrument to more Administer the instrument to more
studentsstudents
Investigate solutions to improve Investigate solutions to improve areas where Washburn students areas where Washburn students were slightly below averagewere slightly below averageCompare SAILS data with Compare SAILS data with LibQUAL+LibQUAL+™ and focus group results™ and focus group results
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