Why Bother? The Road To A Quality Information Literacy Assessment Study. Lyn LaVigne , M.A., M.L.I.S. Malka Schyndel, M.S.L.S. Darlene Ann Parrish, Ph.D. Florida Atlantic University Libraries 2010.
Reference/instruction librarians from Florida Atlantic University (FAU) wanted to find out if their library sessions have a lasting impact on student research. For the first time, an effort was made to develop a model that could be used as a method of continuous assessment and improvement.
In partial preparation for a Southern Association of Colleges and Schools (SACS) re-accreditation visit, a committee of reference/instruction librarians developed a 15-item multiple choice questionnaire to measure what specific library research skills first semester freshman students enrolled in a Strategies for Learning Success (SLS 1503) class have prior to library instruction, and if there is any improvement after library instruction.
A pretest-post-test study design was used, and the pretest was administered prior to library instruction during a 50-minute on site scheduled library instructional session. The post-test, which was identical to the pretest, was administered at the end of the semester in the students’ regularly scheduled class location. Pretests and post-tests were administered to more than 300 students in a total of 22 SLS classes.
Develop self-studies to measure goals and objectives.
Start with a strategic plan containing goals and objectives.
Analyze results, implement changes, and revise strategic plan.
Data Gathering Phase
August-October 2009 – Administered pretests to 21 SLS classes in Library, before library instruction.
November-December 2009 – Administered post-tests to 22 SLS classes during their regular class time.
Test Scoring and Data Input Phase