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Assessment in Action

University of Baltimore: 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

(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)

Instruction

(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)

Undergraduate

(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

General Education

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

Campus Administrator

(No) Library Administrator

Other Librarian

(No) Other (please describe)

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Methods and Tools (select one or more)

(No) Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

Pre/Post Test

Rubric

(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)

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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. This project aligns with the institutional priority of creating a model for programmatic assessment, particularly within general education. We chose to conduct a baseline study of student information literacy skills because we had no prior assessment data of any kind and though getting a "lay of the land" was the best use of the time and energy surrounding this opportunity on campus. The team's composition changed over time because of departures from the University but because our baseline assessment included artifacts from the writing program, we included faculty and administrators from the writing program as well as a campus assessment expert, who provided invaluable guidance.

  • 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 most significant contribution of this project is a design for programmatic assessment of information literacy. Through this project we were able to gain baseline data which will provide a point from which we can measure the impact of future change. We will continue to run this assessment every fall as we redesign and implement changes to courses that include information literacy components.
    As this project progressed, the AiA team kept campus stakeholders in the loop. We learned that this project serves as an exemplar of programmatic assessment on campus and we have been invited to present about the project design and results to multiple groups on campus.

  • 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 project, we will work with writing faculty and administrators to redesign the role librarians play in the mid-level writing course and librarians will rewrite the goals of INFO 110, a required information literacy course. This project is ongoing and a similar assessment will be preformed every fall moving forward. This continuous cycle of assessment will allow us to measure change in student learning over time, track specific students through their coursework and, hopefully, demonstrate improved student learning as a result of implemented changes.

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

  1. Team Leader Contact:
    Catherine R. Johnson
    Head of Information Literacy Initiatives
    University of Baltimore
    Learning Commons, 3rd Floor
    1415 Maryland Ave.
    Baltimore, MD 21201
    410.837.4276
    cajohnson@ubalt.edu

    Presentation:
    Measuring Students' Information Literacy Skills: An Assessment Strategy
    A session at Maryland Library Association and Delaware Library Association (MLA/DLA) 2014 Joint Library Conference
    by Catherine Johnson, Stephen Kiel and Natalie Burclaff
    Thursday 8th May, 2014 -- 4:45pm to 5:45pm (EST)
    http://lanyrd.com/2014/mladla14/scyfhm/

Measuring Undergraduates’ Information Literacy Skills: A Baseline Study

In Fall 2013, the University of Baltimore began a multi-year assessment of student information literacy skills. Baseline data of student competencies were collected at two points in the curriculum using pre- and post-tests and students’ final research projects. This poster highlights data gathered from the research projects. This data has been analyzed to identify gaps in information literacy competencies and implement strategic change to fill those gaps.

Filename
ALAAiAPoster.pdf