Assessment in Action

Benedictine College: Project Description

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Primary Outcome Examined (select one or more)

(No) Student Learning: Assignment

(No) Student Learning: Course

(No) Student Learning: Major

(No) Student Learning: Degree

(No) Student Engagement

Student Success

(No) Academic Intimacy/Rapport

(No) Enrollment

(No) Retention

(No) Completion

(No) Graduation

(No) Articulation

(No) Graduates' Career Success

(No) Testing (e.g., GRE, MCAT, LSAT, CAAP, CLA, MAPP)

(No) Other (please describe)

Primary Library Factor Examined (select one or more)


(No) Instruction: Games

(No) Instruction: One Shot

(No) Instruction: Course Embedded

(No) Instruction: Self-Paced Tutorials

(No) Reference

(No) Educational Role (other than reference or instruction)

(No) Space, Physical

(No) Discovery (library resources integrated in institutional web and other information portals)

(No) Discovery (library resource guides)

(No) Discovery (from preferred user starting points)

(No) Collections (quality, depth, diversity, format or currency)

(No) Personnel (number and quality)

(No) Other (please describe)

Student Population (select one or more)


(No) Graduate

(No) Incoming

(No) Graduating

(No) Pre-College/Developmental/Basic Skills

(No) Other (please describe)

Discipline (select one or more)

(No) Arts

(No) Humanities

(No) Social Sciences

(No) Natural Sciences (i.e., space, earth, life, chemistry or physics)

(No) Formal Sciences (i.e., computer science, logic, mathematics, statistics or systems science)

(No) Professions/Applied Sciences

(No) English Composition

General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

Assessment Office

Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

Library Administrator

Other Librarian

(No) Other (please describe)

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Methods and Tools (select one or more)


(No) Interviews

(No) Focus Group(s)


(No) Pre/Post Test

(No) Rubric

(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

(No) Research Paper/Project

(No) Class Assignment (other than research paper/project)

Other (please describe)

Indirect Data Type (select one or more)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

Other (please describe)

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Executive Summary (150 words open)

  • How does the project align with your institution’s priorities and needs?
  • Why did you choose the outcome and library factor as areas to examine?
  • Why was the team composition appropriate?

  1. Our current strategic plan outlines our commitment to,"enhance the library as a significant resource for the entire academic program." Recent technological upgrades have allowed us to improve services for library users; the next step is to ensure that the library and its staff continue to play an integral role in carrying out our undergraduate general education program outcomes, particularly those related to Information Literacy. Our mission calls, in part, for the development of students' abilities to make sound judgments, both practical and theoretical, as they pursue their studies.

    Our general goal of facilitating a campus-wide discussion about Information Literacy seemed to be the best way to begin the process of developing a more robust academic role for the library on campus.

    Our team composition worked well because we had knowledgeable professionals on our committee from specialized areas.

  • What are the significant contributions of your project?
  • What was learned about assessing the library’s impact on student learning and success?
  • What was learned about creating or contributing to a culture of assessment on campus?
  • What, if any, are the significant findings of your project?

  1. The significant contributions of the project included having great dialogue about Information Literacy and its impact as well as the contributions of the committee members working together to put together our student and faculty surveys and the great dialogue that took place after the survey results were in. Our team worked well together.

    There were many things learned about assessing the library's impact on student learning and success. However, perhaps the greatest impact in the learning process was just how big the library's role is in Information Literacy and all the more it could be.

    There is an appreciation for the role that assessment has played in this project and it shined the light even deeper how important assessment is.

    The significant findings of our project included that there was a gap between what faculty members wanted students to be able to demonstrate in the area of Information Literacy and what students reported as skills in this area.

  • What will you change as a result of what you learned (– e.g., institutional activities, library functions or practices, personal/professional practice, other)?
  • How does this project contribute to current, past, or future assessment activities on your campus?

  1. Our conclusion was that there was indeed a gap between what faculty members wanted students to be able to demonstrate in terms of Information Literacy and what students reported as skills in this area. The next step will be to continue developing our curriculum maps in an effort to show where and how the skills are being delivered. We will also encourage discussions about Information Literacy in our undergraduate curriculum as part of our faculty development program.

    The surveys we created for both faculty and students will provide baseline data as the library creates its strategic plan in the next year. Part of the plan will involve follow-up surveys so that we can continue to monitor growth in the area of Information Literacy.

Please list any articles published, presentations given, URL of project website, and team leader contact details.

  1. No published materials and no presentations given.

    Sheila Battin, Team Leader

    URL to view poster:

6315_inforlit_poster_flattened_.jpg Information Literacy Across The Curriculum: Differing Perceptions of Faculty and Students