Information Literacy (IL) Instruction Assessment Statement

Information Literacy (IL) Instruction Assessment Statement

Summer 2017

In August, 2017 library faculty met to discuss the results of the 2016-2017 assessment of Information Literacy (IL) instruction and to plan an assessment strategy for 2017-2018.

Student Information Literacy Assessment

1,030 students, who attended an IL instruction session in either fall 2016 or spring 2017 semester, completed an IL survey. Looking at the student survey results, of those who responded:

82.3% self-identified as enrolled in an AA or AS program
3.7% self-identified as BAS students
0.4% self-identified as certificate students
13.6% self-identified as dual-enrolled students
97% thought the librarian presented the information very clearly

When asked before/after this library instruction session how confident did/do you feel using the library’s resources for your classresearch and assignments?

Answer Options / Before / After
Very confident / 25% / 87%
Somewhat confident / 48% / 13%
Not at all confident / 27% / 0.2%
answered question / 1,027

When asked before/after this library instruction session what was/will be your primary method of research for course projects and assignments?

Answer Options / Before / After
Google or Wikipedia / 76% / 11%
Course textbook/materials / 6% / 2%
Ask friends, family, etc. / 0.4% / 0.1%
Library / 15% / 85%
Did not do research / 2% / 0.1%
Other / 1% / 2%
answered question / 1,029

While 84% of students reported that after the IL session they had no further questions, a marginal number reported questions remained about the following:

Answer Options / Response Percent
Where to get help in the library / 3.6%
Choosing search terms for your topic / 6.6%
Finding books / 4.8%
Finding articles / 4.6%
Matching library databases to your topic / 5.7%
Accessing library resources from home / 3.1%
Locating scholarly/academic resources / 3.3%
Finding help with citations / 5.6%
Printing, saving or emailing articles / 3.8%
I have no questions / 84%

Student Flipped Information Literacy Assessment

To encourage students’ active participation in the learning process, library faculty offered63flipped Information Literacy sessions to 1,617 studentsduring 2017-2018. Working cooperatively with teaching faculty, librarians provided online instruction in the form of tutorials, Web pages, quizzes, etc. via Canvas prior to an in-person session. During the in-person session, students actively applied the knowledge they learned from the online content.

44students who attended aflipped IL session in either fall 2016 or spring 2017 semester, completed a survey. Looking at the student flipped survey results, of those who responded:

96% reported that the online content was clear and logically organized
61% reported that the structure of the [flipped] class was very effective
75% reported that they were very satisfied with the library resources they found for their topic

When asked before/after reading the lessons and participating in the classroom review, how confident did/do you feel using library resources for your class research and assignments?

Answer Options / Before / After
Very confident / 32% / 80%
Somewhat confident / 50% / 18%
Not at all confident / 18% / 2%
answered question / 44

When asked before/after reading the lessons and participating in the classroom review, what was your primary method of research for class researchand assignments?

Answer Options / Before / After
Google / 91% / 12%
Course textbook/materials / 0% / 9%
Ask friends, family, etc. / 0% / 0%
Library resources / 7% / 77%
Did not do research / 2% / 0%
Other / 0% / 2%
answered question / 44

Student Webinar Information Literacy Assessment

To expand our offerings to distance learners and online-only students, library faculty offered7Information Literacy sessions via webinars to 281 students during 2016-2017.

26students, who participated in an ILwebinar in either fall 2016 or spring 2017 semester, completed a survey. Looking at the student webinar survey results, of those who responded:

100% reported that the webinar content was clear and logically organized
77% reported that the webinar was a very effective delivery method for the content

When asked before/after participating in the webinar, how confident did you feel using the library’s resources for class research and assignments?

Answer Options / Before / After
Very confident / 15% / 77%
Somewhat confident / 62% / 23%
Not at all confident / 23% / 0%
answered question / 26

When asked before/after participating in the webinar, what was your primary method of research for class research and assignments?

Answer Options / Before / After
Google / 50% / 0%
Course textbook/materials / 23% / 8%
Library resources / 19% / 88%
Did not do research / 4% / 0%
Other / 4% / 4%
answered question / 26

Student Survey Data 4 years

Per our 2016-2017 assessment plan, library faculty examined survey data from the last four years including 2013-2014, 2014-2015, 2015-2016, and 2016-2017. The last four years were examined to provide consistency in the questions. Prior to 2013, assessment questions were drastically different and not comparable to recent years. In addition, only data from face-to-face information literacy assessment was examined as the data for other forms of instruction, flipped and webinar, is not available for the 4 year time period under study.

Looking at the full 4-year data, we find a consistent response rate for the same factor in each of the survey areas. The summary chart below highlights only the responses with the highest rate of response each year.

Information Literacy Student Assessment: 4-Year Summary
2013-2014 / 2014-2015 / 2015-2016 / 2016-2017
Before this library instruction session, how confident did you feel using the library’s resources for your class research & assignments?
Somewhat confident / 45.1% / 39.1% / 42.0% / 48.5%
Afterthis library instruction session, how confidentdo you now feel using the library’s resources for your class research & assignments?
Very confident / 77.4% / 78.3% / 82.0% / 86.7%
Before this library instruction session, what was your primary method of research for class research & assignments?
Google it / 72.1% / 74.5% / 79.0% / 76.3%
Afterthis library instruction session, what will be your primary method of research for class research& assignments in the future?
Library resources / 84.8% / 86.7% / 81.0% / 85.0%
After attending this library instruction session, do you still have questions? (check all that apply)
Choosing search terms for your topic / 5.5% / 4.5% / 5.3% / 6.6%
Matching library databases to your topic / 4.5% / 4.1% / 5.6% / 5.7%
Finding help with citations / 5.1% / 4.7% / 5.8% / 5.6%

Student IL Assessment Plan for 2017-2018

Clearly, library instruction—flipped, traditional and via webinar—has a positive impact on students’ approach to research and knowledge of the library. The 2017-2018 plan for improvement expects that library faculty will continue use of active learning techniques, including flipped instruction and webinars, to keep students interested, engaged and on task.

Library faculty will continue to assess student performance via an end of session survey with separate surveys for traditional IL, flipped and webinar formats.

During academic year 2017-2018, the librarian in charge of instruction assessment will attendLibrary Assessment 101 at NEFLIN: Northeast Florida Library Information Network. Library Assessment 101 is a 6-part course designed to aid library staff in defining, designing, and deploying a library assessment project. Through the course, library faculty will develop a formalized assessment strategy for information literacy assessment.

Library faculty will review results of the 2017-2018 assessment plan at the conclusion of spring 2018 and plan an assessment strategy for 2018-2019.

Faculty Information Literacy Assessment

Of the teaching faculty who brought their students to the library for an IL instruction session, 27 responded to an end-of-semester survey in fall 2016 and spring 2017. Looking at the faculty survey results, of those who responded:

89% strongly agreed that the librarian effectively collaborated with [them] in the planning of the IL session.
93% strongly agreed that the librarian effectively tailored the instruction to the assignment and/or needs of [their] students.

Library instruction strongly correlates to student performance as noted by:

85% of faculty saw an improvement in the students’ use of academic journals
74% of faculty saw an improvement in the students’ use of books &eBooks
89% of faculty saw an improvement in the students’ use of databases
78% of faculty saw an improvement in the students’ use of citation resources
75% of faculty saw an improvement in the students’ use of web resources

Teaching faculty also reported which aspects of student performance were most impacted by the Information Literacy session:

Answer Options / Response Percent / Response Count
Use of college-level resources / 78% / 21
Use of library resources / 89% / 24
Consistent & proper format of citations / 56% / 15
Not applicable / 4% / 1

Faculty Flipped Information Literacy Assessment

Of the teaching faculty who requested a flipped library instruction session, only 8 responded to an end-of-semester survey in fall 2016 and spring 2017. Looking at the faculty survey results, of those who responded:

75% reported thatthe flipped library instruction session was a greater benefit to students than the traditional model of instruction
88% reported thatthey would request a flipped library instruction session again

Flipped library instruction also strongly correlates to student performance as noted by:

88% of faculty saw an improvement in the students’ use of academic journals
88% of faculty saw an improvement in the students’ use of books &eBooks
88% of faculty saw an improvement in the students’ use of databases
88% of faculty saw an improvement in the students’ use of citation resources
50% of faculty saw an improvement in the students’ use of web resources* *(37.5% indicated this category did not apply to their students)

Teaching faculty also reported which aspects of student performance were most impacted by the flipped library instruction session:

Answer Options / Response Percent / Response Count
Use of college-level resources / 75% / 6
Use of library resources / 88% / 7
Consistent & proper format of citations / 88% / 7

FacultyWebinarInformation Literacy Assessment

Of the teaching faculty who requested a library instruction session via webinar, only 5 responded to an end-of-semester survey in fall 2016 and spring 2017. Looking at the faculty survey results, of those who responded, 100% would request a library instruction webinar again.

Library instruction webinar also strongly correlates to student performance as noted by:

100% of faculty saw an improvement in the students’ use of academic journals
100% of faculty saw an improvement in the students’ use of databases
80% of faculty saw an improvement in the students’ use of citation resources
80% of faculty saw an improvement in the students’ use of web resources

Teaching faculty also reported which aspects of student performance were most impacted by the library instruction webinar:

Answer Options / Response Percent / Response Count
Use of college-level resources / 100% / 5
Use of library resources / 100% / 5
Consistent & proper format of citations / 60% / 3

Faculty Survey Data 4 years

Information Literacy Faculty Assessment: 4-Year Summary
2013-2014 / 2014-2015 / 2015-2016 / 2016-2017
The librarian effectively collaborated with me in the planning of the Information Literacy session.
Strongly agree / 78.4% / 90.3% / 92% / 89%
The librarian presented thorough instruction tailored to my assignment and/or students’ information needs.
Strongly agree / 83.8% / 96.7% / 92% / 92.6%
Which aspects of your students’ performance do you feel were most impacted by the Information Literacy session? (check all that apply)
Use of college-level resources in assignments / 95% / 90% / 90% / 78%
Use of library resources in assignments / 46% / 74% / 84% / 89%
Consistent & proper format of citations / 54% / 55% / 71% / 56%
Did the Information Literacy session improve your students’ performanceusing any of the following? (check all that apply)
Yes / Yes / Yes / Yes
Books & eBooks / n/a / 64% / 77% / 74%
Academic journals / 97% / 75% / 86% / 85%
Library Databases / 100% / 70% / 100% / 89%
Citation resources / 97% / 70% / 92% / 78%
Web resources / 91% / 72% / 86% / 74%

Faculty IL Assessment Plan for 2017-2018

The 2017-2018 plan for improvement expects that library faculty will continue use of active learning techniques to keep students interested, engaged and on task.

Library faculty will continue to assess teaching faculty perception of student performance via an end of semester survey with separate surveys for traditional, flipped and webinar formats.

During academic year 2017-2018, the librarian in charge of instruction assessment will attend Library Assessment 101 at NEFLIN: Northeast Florida Library Information Network. Library Assessment 101 is a 6-part course designed to aid library staff in defining, designing, and deploying a library assessment project. Through the course, library faculty will develop a formalized assessment strategy for information literacy assessment.

The librarians will review the 2017-2018 results at the conclusion of spring 2018 and plan an assessment strategy for 2018-2019.