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Information Literacy Survey: A Value-Added Assessment of Student Learning

This survey assesses student learning in information literacy, focusing on their ability to access, evaluate, and integrate information effectively and ethically. It consists of a two-part value-added instrument with multiple-choice questions and is implemented during the first two to three weeks of the Fall Term and the last three weeks of the Spring Term. The survey provides an impression of student learning and can be used to track improvements over time. It is currently implemented in multiple levels, including University Seminar, 300-level research and writing courses, and graduate students. The survey has advantages such as being a simple and inexpensive instrument, providing direct measurement of student learning, and generating a potentially large data set. However, there are disadvantages such as the need for faculty and students to participate, the survey not being an exact science, and challenges in administering the post-test. The next steps include broadening participation of first-year University Seminar students, sharing the survey with other institutions, and further analyzing the data to demonstrate the impact of the survey on student learning.

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Information Literacy Survey: A Value-Added Assessment of Student Learning

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  1. Information Literacy Survey: A Value-Added Assessment of Student Learning Dale Vidmar Information Literacy and Instruction Coordinator/ Education, Communication, Health, Phys. Ed. & Leadership Librarian Southern Oregon University Library http://www.sou.edu/library/dale vidmar@sou.edu http://webpages.sou.edu/~vidmar/infolitsurvey/vidmar.ppt Instructional Institute Southern Oregon University Ashland, Oregon September 21, 2010

  2. Information Literacy The ability to access and use information resources effectively and ethically Determine the nature and extent of information needed. Access information effectively and efficiently. Evaluate information and resources. Integrate information ethically and legally.

  3. Information Literacy Survey Two-part value added instrument 20 multiple choice questions Created in Blackboard Pre-test implemented during the first two or three weeks of Fall Term Post-test implemented during the last three weeks of Spring Term Provides an impression of student learning

  4. Impression of Student Learning

  5. Impression of Student Learning

  6. Impression of Student Learning

  7. Information Literacy Survey Phase I – implemented in multiple levels University Seminar 300-level research and writing courses in specific disciplines Graduate students University Seminar faculty Librarians

  8. Information Literacy Survey Phase II – Implemented pre-test between week 2 and week 5 Fall Term 2007 to 484 University Seminar students Post-test implemented between week 9 and week 11 Spring Term 2008 Only 97 students completed the post-test because it was difficult to implement so late in the term.

  9. Information Literacy Survey Current Phase – Pre-test implemented as early as possible during Fall Term and between week 6 to week 10 Spring term Surveying about 25% to 30% of first- year University Seminar students Results indicate overall improvement by nearly all students who complete both the pre-test and post-test

  10. Information Literacy Survey

  11. Disadvantages One more assessment that USem faculty and students have to do Not an exact science—provides an impression of student learning Changes in the tools and methods for research Fixing failed attempts Getting to the survey—particularly the post-test

  12. Advantages Simple instrument—takes students less than 20 minutes to complete Administered and graded within Blackboard Direct measurement of student learning Potentially large data set Inexpensive

  13. What’s Next Broaden participation of first-year University Seminar students Share the instrument with other institutions in the state and beyond Through increased participation, work the data to show the difference between students who have taken both the pre-test and the post-test

  14. Works Cited Eckman, C. (2003). Midlands Technical College: Information Literacy Assessment Project. In E. F. Avery (Ed.) Assessing Student Learning Outcomes for Information Literacy Instruction in Academic Institutions. Chicago: Association of College and Research Libraries. Hufford, J. (2010). What Are They Learning? Pre- and Post-Assessment Surveys for LIBR 1100, Introduction to Library Research. College & Research Libraries, 71(2), 139-158.

  15. Works Cited Noe, N., & Bishop, B. (2005). Assessing Auburn University Library's Tiger Information Literacy Tutorial (TILT). Reference Services Review, 33(2), 173-187. Ondrusek, A., Dent, V. F., Bonadie-Joseph, I., & Williams, C. (2005). A longitudinal study of the development and evaluation of an information literacy test. Reference Services Review, 33(4), 388-417.

  16. Information Literacy Survey: A Value-Added Assessment of Student Learning Dale Vidmar Information Literacy and Instruction Coordinator/ Education, Communication, Health, Phys. Ed. & Leadership Librarian Southern Oregon University Library http://www.sou.edu/library/dale vidmar@sou.edu http://webpages.sou.edu/~vidmar/infolitsurvey/vidmar.ppt Instructional Institute Southern Oregon University Ashland, Oregon September 21, 2010

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