Assessment in Action

California Lutheran University: Project Description

Page 1


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

(No) 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

(No) Instruction: Games

(No) Instruction: One Shot

(No) Instruction: Course Embedded

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

(No) Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

(No) Other Librarian

Other (please describe)

Center for Teaching & Learning

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Methods and Tools (select one or more)


(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

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

Other (please describe)

Tutorials/learning modules

Indirect Data Type (select one or more)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

Other (please describe)

General demographics (Gender, class level etc.)

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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. My goal has been to support our institutional priority of furthering student success by developing new ways for librarians and teaching faculty to integrate information literacy in the undergraduate curriculum. I selected ACRL Standards three and Five because the emphasis today is moving away from teaching students how to find and access information to teaching them how to evaluate the information they find and use it responsibly.

    The research question was: Does the addition of in-class learning modules and quizzes in a 50-minute session positively impact student learning of IL concepts?

    I recruited team members with expertise in educational effectiveness and assessment; teaching/learning and technology; and finally research methods. They each contributed specific areas of expertise who were able to contribute their unique skills and knowledge to the project.

  • 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 contributions of this research to information literacy is additional research to help determine if adding in-class tutorials to library instruction sessions positively impacts student learning of IL concepts.

    Results study trended toward support of the hypothesis that adding in-class tutorials and quizzes to 50-minute information literacy sessions reinforces learning of information literacy concepts and shows potential for engaging learners by providing an active learning activity.

  • 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. I will continue this research in the fall while implementing the tutorials/learning modules in classes. I will also work with my library colleagues and the teaching faculty to integrate the tutorials in library instruction sessions and in courses. The project supports efforts to embed the information literacy student learning outcome (SLO) more widely in the undergraduate curriculum and provides another approach for assessing learning of the IL SLO.

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

  1. Mondschein, H. (2014) Do online learning modules have a role in information literacy instruction? Presentation at the Western Association of Schools & Colleges (WASC) Academic Resource Conference (ARC) 2014, Los Angeles, CA, April 23, 2013.

    Henri Mondschein, M.L.S., Ed.D.
    Manager, Information Literacy
    Pearson Library/ISS Dept.
    California Lutheran University
    60 W. Olsen Road #5100
    Thousand Oaks, CA 91360
    Phone: 805.493.3012

Do Online Learning Modules Have a Role in Information Literacy Instruction?

Undergraduate students from eight courses participated in a quasi-experimental study using repeated measures to determine how the addition of online tutorials to information literacy (IL) instruction affected the learning of ACRL Standard Three (evaluating information) and Standard Five (using information ethically and legally). A first-year; junior/sophomore; and senior-level module were developed. Analysis included quantitative and qualitative data.