Assessment in Action

Augusta University: 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)

Other (please describe)

Information Literacy

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

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

(No) General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

(No) Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

(No) Other Librarian

(No) Other (please describe)

Instructional Technology

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Methods and Tools (select one or more)

(No) Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

Pre/Post Test


(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)

(No) 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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Inquiry Question (150 words open)

What was the project's primary inquiry question?

  1. How will integrating key knowledge practices of the ACRL Framework for Information Literacy into library instruction affect student learning?

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. The University Libraries’ strategic plan directly responds to one of the University’s organizational goals to increase student retention, progression, and graduation by “teaching students and faculty the principles of evidenced based health care and information literacy to identify and select appropriate resources for their scholarship, discovery, and patient care.” This is accomplished through the development of “online learning objects, instructional materials, and research guides.” This project addresses those goals through the creation of innovative library instruction focused on developing students’ critical thinking skills and tied to the ACRL Framework for Information Literacy.

    The project focuses specifically on the outcomes of student success and information literacy through library instruction because the aim of the Core Curriculum at Augusta University is to “impart knowledge, values, skills, and behaviors related to critical thinking and logical problem-solving.” The project team leader chose members of the Department of Communication since one of the required core curriculum classes is offered through that department.

  • 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. This project contributed to the culture of continuous improvement that is an integral part of the University’s commitment to “sustaining and enhancing academic quality and student success.” By assessing an element of library instruction focused on particular information literacy skills, it is evident that such instruction needs to be further integrated throughout all library instruction in order to enhance and build upon student learning of transferrable skills.

  • 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. Results indicate that the majority of students in a freshman level class are not yet proficient in information literacy skills after participating in only one library instruction session. Scaffolding of IL Framework concepts must be embedded into the instruction program at all levels in order to move students towards information literacy proficiency. Furthermore, the instruction program must be part of a continual improvement process based on lessons learned, such as those learned from this project.

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

  1. Team Leader
    Fay Verburg, MSLS
    Chair, Reference and Education Services
    University Libraries, Reese Library
    1120 15th Street, LIBR-138
    Augusta, GA 30912
    (706) 667-4906

new test title


Student learning outcomes derived from one of the six frames in the ACRL Framework for Information Literacy for Higher Education were incorporated into basic library instruction for a core curriculum class, COMS 1100. Results from an exercise to assess knowledge learned indicated that such instruction reinforces critical thinking and problem-solving behaviors and improves students’ ability to evaluate sources of information.
Poster_Augusta_University.pdf Integrating and Assessing Information Literacy in a Core Curriculum Class