Assessment in Action

Lakeland Community College: 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

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

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

(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

English Composition

(No) General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

(No) Other (please describe)

Page 2


Methods and Tools (select one or more)


(No) Interviews

(No) Focus Group(s)

(No) Observation

(No) Pre/Post Test


(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

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

(No) Other (please describe)

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. Since it supports the assessment of the college’s learning outcomes from the departmental to the institutional level, this project aligns well with LCC’s initiative to establish departmental outcomes and map them to the college’s learning outcomes. Data collected could be used to assess three interconnected outcomes: the English Department’s “use standard documentation format;” the Library’s “analyze sources using criteria to choose appropriate information to accomplish research projects;" and the college’s “use selection criteria to choose appropriate information.”

    We chose to assess the effectiveness of single-session instruction because it is the library’s primary method of delivering ILI.

    We asked: what impact does librarian-led, single-session, information literacy instruction (ILI) have on student rubric scores for an annotated bibliography assignment?

    The composition of the team—an English professor, a staff member from Institutional Researcher, and a librarian—was appropriate for this project though additional colleagues from each department participated as unofficial members.

  • 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. Lakeland’s project contributes to the profession’s ongoing assessment of the effectiveness of librarian-led, single-session information literacy instruction.

    Our study has demonstrated that properly timed information literacy instruction provided by a librarian and tailored to the assignment positively impacts student performance on research assignments. This positive impact may significantly contribute to course completion and student retention.

    We found a statistically significant difference between the rubric scores of students who had library instruction (test group) and those who did not have library instruction (control group). We can say at a 95% confidence level that library instruction impacts student scores and contributes to student success with class assignments.

    Contributing to the college’s culture of assessment requires creating and cultivating mutually beneficial partnerships across campus. Though difficult to maintain at times, these strategic partnerships allow key stakeholders to share strengths as they study methods for helping students achieve 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. As a result of this study, the library will explore additional methods for assessing the impact of its information literacy instruction program. We will identify best practices in order to strengthen and refine our teaching skills and strategies. Furthermore, because data we collected shows that new students struggle to attain information literacy skills especially during the spring semester, we will work to become more deeply and actively engaged in teaching information literacy to core, intro-level courses and the first year experience course.

    Our study could be used as a model to show the library’s value as a partner in the assessment process since it will allow us to promote the library’s ability to capture and document student success with department specific learning outcomes. Our goal is to continue to demonstrate the value of the library’s instruction program to our stakeholders by supporting the learning outcomes of other departments.

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

  1. For additional information on Lakeland Community College’s Assessment in Action project, visit

    Team Leader Contact Information:

    Thomas Hyland, M.A., M.L.I.S.
    Associate Professor & Coordinator of Library Instruction
    Lakeland Community College Library
    7700 Clocktower Dr.
    Kirtland, OH 44094-5198
    (440) 525-7066

Timing Instruction for Success: A Study Comparing Student Performance on a Common Assignment

This study compares student performance on an annotated bibliography assignment given across 12 sections of English 1110, Composition 1A. Students in the test group had single-session information literacy instruction (ILI) timed to coincide with and address the assignment. Students in the control group did not have ILI in preparation for it. The results show that the ILI had a statistically significant impact on student success with the assignment.