Assessment in Action

Northwest Vista College: Project Description

Page 1


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)



Social Sciences

Natural Sciences (i.e., space, earth, life, chemistry or physics)

Formal Sciences (i.e., computer science, logic, mathematics, statistics or systems science)

Professions/Applied Sciences

English Composition

General Education

(No) Information Literacy Credit Course

Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

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)

Multiple choice skill test

Indirect Data Type (select one or more)

(No) Test Scores


(No) Degree Completion Rate

Retention Rate

Other (please describe)

Student success, persistence (not available yet), and graduation rates (not available yet)

Page 3

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. We would like to find a relationship between information literacy instruction and our college's key process indicators (KPI). This project aligns with our college's goals and mission by using the same measures as our college and district. It also aligns with our current Quality Enhancement Plan (QEP) which is information literacy and e-portfolios. This project is providing our QEP team with a baseline. We will continue this project over the next few years under the QEP as part of their assessment strategy.
    We chose to look for a relationship between the KPIs and information literacy because we wanted to create a better advocacy tool. We also wanted to contribute towards the college's assessment endeavors.
    Our team composition was appropriate because each member had a specific set of skills that contributed to the success and continuation of this project. Everyone also worked well together.

  • 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. As of right now, our data will be used as a baseline for our Quality Enhancement Plan. We hope there will be more contributions over the next few years. We learned about data collection, data cleanup, collaboration, teamwork, and the importance of buy-in from all parties. We learned to go beyond simple counts and to search for relationships to larger issues. We are still learning how to talk the language of administration and to use data in meaningful ways. We are still in the process of collecting data and tweaking our instruments. We have begun identifying potential relationships between information literacy and student success.

  • 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. One immediate change will be to some of our instruments before the start of the next semester. We will be reviewing the multiple choice test this summer. We hope that the long term change will be a more consistent and effective information literacy program will be created and implemented in conjunction with our Quality Enhancement Plan (QEP) team. This project will contribute to our QEP assessment activities as well as our library assessment activities.

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

  1. Team Leader:
    Kristin Johnson
    Northwest Vista College

The Northwest Vista College (NVC) campus will look at the relationship between information literacy and student success. This project is part of the program “Assessment in Action: Academic Libraries and Student Success” which is undertaken by the Association of College and Research Libraries (ACRL) in partnership with the Association for Institutional Research and the Association of Public and Land-grant Universities. The program, a cornerstone of ACRL's Value of Academic Libraries initiative, is made possible by the Institute of Museum and Library Services.
Posterdraft4.pdf Information Literacy and Student Success: Finding a Relationship Between Information Literacy and Key Process Indicators