Assessment in Action

Blue Mountain Community College: Project Description

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Primary Outcome Examined (select one or more)

Student Learning: Assignment

Student Learning: Course

(No) Student Learning: Major

(No) Student Learning: Degree

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

Instruction: Course Embedded

(No) Instruction: Self-Paced Tutorials

(No) Reference

Educational Role (other than reference or instruction)

(No) Space, Physical

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)

(No) Assessment Office

(No) Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

Library Administrator

(No) Other Librarian

(No) Other (please describe)

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Methods and Tools (select one or more)


(No) Interviews

(No) Focus Group(s)


Pre/Post Test


(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

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) Degree Completion Rate

(No) Retention Rate

Other (please describe)

Student scores on assignments

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Inquiry Question (150 words open)

What was the project's primary inquiry question?

  1. Our team was very interested in investigating the impact of Information Literacy Instruction in an online versus face to face classroom. Did our assumptions about delivery, timing, and assignments change in these venues? To add a layer of complexity, our online class moved to utilizing Open Educational Resources (OER)rather than a traditional textbook. This allowed us to question the perceived and actual usability and quality of two different core resources.

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. BMCC’ Strategic Plan includes a keen focus on equity through offering affordable, quality education by supporting access to education to our students who are frequently time-bound, place bound, and of lower income. As more of our students move to online classes and as the cost of textbooks continue to rise; developing a quality and equitable curriculum for our online students as well as using free resources that reduce student out of pocket costs is a significant step towards opening up the opportunity for a college education.
    Information Literacy (IL) as an interdisciplinary learning outcome can exemplify a successfully designed instruction plan which could have a tremendous reach into our learners experiences.
    Our team of faculty, librarian, and IR could identify on the ground needs; comparisons with former student cohorts, and also create the data collecting instruments that would most accurately reflect the learning, perceptions, skills, and attitudes of our students.

  • 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. Several contributions, both direct and indirect, were made to our campus community as a result of this work.

    In many ways this project I see the contributions of this project as indirect. This work served as lynch pin and placed the library as both a valued resource and contributor to both instructional efforts and campus conversations about OER and even learning outcomes. These efforts, indirectly, gave the library more credibility and perceived relevance. As the team leader, I have seen the success of this project lead to more classroom instruction and more requests for online tutorials. The direct evidence as a result of this project was clear, online students not only were successful in completing their online IL assignments, they proved to be better student (as determined by GPA) over all.

    Perhaps also indirectly, a culture of assessment is still in someways formative. This effort has allowed for honest and open conversations about different modes of assessment and critical thinking about pedagogy as well as existing learning outcomes.

  • 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. It became apparent that IL can be successfully delivered in an online course and we are going to expand our reach into more "classrooms". This work has also opened up conversations about digging deeper into our Information Literacy outcomes and tailoring these across our curriculum. Another exciting proposal is the development of a for-credit sophomore IL class designed for students transferring to a 4 year institution.

    For the library, our future is expanding! This work has resulted in additional responsibilities into other venues outside of the library that include campus initiatives that are trying to collect and utilize data in planning and making decisions in other areas related to our strategic plan. This visibility is significant in having the library being perceived as a valuable contributor towards campus initiatives.

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

  1. Two Presentations:

    OER: a pathway to equity. College In-Service; April 2016, Pendleton, OR

    Open Educational Resources: Reducing Textbook Costs in Oregon and Building Partnerships. Oregon Library Association Conference, April 2016, Bend, OR.

    Invited Presentation: "Community College Librarians and Their Role in the "Go Open" Movement." Massachusetts Community Colleges. Forthcoming, July 2016, Brockton, MA.

    Team Leader:

    Jacquelyn Ray,, 541.278.5916

Keeping pace with as well as supporting our learners in virtual environments has become an ongoing pedagogical challenge for Librarians seeking to connect and advocate for Information Literacy instruction in our classrooms. In addition, the increasing use of Open Educational Resources (OER) has expanded, causing a “change-up” in how we construct learning. Marrying these challenges (opportunities!) opens a path for Librarians to collaborate with discipline faculty on pedagogical strategies and resources that can support the needs of our learners. Two sections of Communications 111 were compared for an approximate “apples to apples” study to discover if similar pedagogical strategies proved effective for student learning and also impactful upon student perceptions and attitudes towards their own critical thinking and research strategies.
AiA_jr_final_with_lit_review_for_pdf.pdf Expanding Our Reach: Pedagogical Strategies and Information Literacy Learning in an Online versus Traditional Classroom