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Assessment in Action

University of North Carolina at Greensboro: Project Description

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Primary Outcome Examined (select one or more)

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)

Instruction

(No) Instruction: Games

Instruction: One Shot

(No) Instruction: Course Embedded

(No) Instruction: Self-Paced Tutorials

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) Undergraduate

(No) Graduate

(No) Incoming

(No) Graduating

(No) Pre-College/Developmental/Basic Skills

Other (please describe)

Incoming and current transfer students.

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

(No) 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)

Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

Pre/Post Test

(No) Rubric

(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

(No) Research Paper/Project

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

(No) Other (please describe)

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Inquiry Question (150 words open)

What was the project's primary inquiry question?

  1. Do our second year transfer students who have had reference interactions, instruction sessions, or subject librarian consultations score higher on basic Information Literacy skills than those who have not, and, if so, what types of interactions with librarians correlate to higher Information Literacy skills? Which information literacy skills are most difficult, and do student scores vary by basic demographics? The second project sought to discover if incoming transfer students score higher on basic information literacy skills after a one shot introduction to library skills session, and if their comfort levels with basic library functions increased.

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. UNCG Libraries has a First Year Instruction Librarian who offers extensive outreach to freshman, but incoming transfer students have missed this outreach and, thus, their information literacy skills are unknown. Few opportunities have been explored for the libraries to connect with these students. One of the university’s missions is to be a university of choice and excellence for transfer students, so the libraries recognize the importance of outreach to this population. Since the UNCG Libraries emphasizes assessment of instruction and services, a data-driven approach to providing services to transfer students was a high priority.

    We had already conducted a study on incoming transfer students the year before, so it made sense to follow up with the same cohort one year later.

    Our team was chosen to include two librarians who work closely with instruction (one being an administrator), someone who worked closely with transfer students, and an assessment expert.

  • 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 library's project deepened partnerships with campus entities who serve adult learners, and hopefully, these relationships will help us embed ourselves more richly into the experiences and success of our transfer students, a University high priority population. We found a significant increase in comfort levels with basic library research tasks and with working with librarians after exposure to instruction, and hope that greater comfort with library research will assist with student success.

    One thing I learned about assessment on campus is that there is a general push toward gathering information that already exists, rather than focusing on gathering information through survey instruments. The assessment team, in fact, is looking broadly at mapping information literacy instruction to student success. Additionally, I discovered that there were entities on campus with expertise in research and assessment who are interested in collaborating and offering advice, so, going forward, I intend to connect with people outside the library more often.

  • 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. There are a couple of changes I am going to make in terms of doing library research. When designing a study, I intend to look outside of the library and involve relevant campus partners. Doing so with my team led to important useful input. I will also try to look beyond the survey when designing research projects. Through AiA, I have familiarized myself with a variety of research types, and I believe that our students here on campus have survey fatigue.

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

  1. In process- "Assessing the Information Literacy Skills and Needs of Transfer Students " Short paper to be presented at the Library Assessment Conference 2016 in Arlington Virginia, 10/31/2016.

    Grigg, K. and Leininger, L. "Implementing ACRL's Assessment in Action Program at UNCG Libraries,”, Presentation at Empirical Librarians Conference, 2/29/2016, Presentation, Greensboro, NC.

    Grigg, K. and Dale, J. “Assessing and Meeting the Information Literacy Needs of Incoming Transfer Students: Implementing ACRL’s Assessment in Action program” Journal article, Reference Services Review, accepted for publication and in process.

In 2014, UNCG Libraries surveyed incoming transfer students to determine information literacy skills. A follow-up project was submitted to ACRL’s Assessment in Action program.Two studies were undertaken: a pre-test, intervention, post-test study in an transfer student orientation class, and a follow-up survey instrument with the previous cohort of incoming transfer students after one year of instruction. Results of both AiA studies will be presented.
Filename
6-16-2016_poster_session_transfer_students_AiA.pdf Information Literacy Needs and Traits of Transfer Students