Assessment in Action

Stonehill 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

(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

Instruction: Course Embedded

(No) Instruction: Self-Paced Tutorials

(No) Reference

(No) Educational Role (other than reference or instruction)

(No) Space, Physical

Discovery (library resources integrated in institutional web and other information portals)

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

Other (please describe)

The participants in this study were students enrolled in an elementary Spanish class. While some of these students will be pursuing a foreign language major or minor, the majority of the students took the course to fulfill a general education requirement.

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

Other Librarian

Other (please describe)

The Director of the Center for Teaching and Learning, who is also a member of the teaching faculty for English and Gender Studies, was also a part of the team.

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Methods and Tools (select one or more)

(No) Survey


(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

Other (please describe)

We analyzed statistics for LibGuide usage, reference desk transactions and communication via the college learning management system.

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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. Our question was: "Does information literacy instruction and access to library resources and services help novice Spanish language learners meet the American Council on the Teaching of Foreign Languages (ACTFL) Standards for Foreign Language Learning?"

    In addition to considering ACTFL Standards, we also considered:

    1. The College Strategic Plan Strategy 4. Enhancing Diversity –Stated objectives include: "Promote diversity as an integral part of the College culture by linking the curriculum with heightened intercultural and international competency."

    2. Foreign Language Department Mission Statement

    Outcomes for cultural learning were based upon the ACTFL Standards for Foreign Language Learning. Outcomes for familiarity with library tools and services were developed based upon the particular library resources and services students used for this class.

    The team membership was appropriate as it included experts in assessment, pedagogy, foreign languages and library instruction.

  • 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. We demonstrated that the library can collaborate with faculty to provide the instruction, services and tools that will help students meet both institutional and discipline-specific standards.

    Our assessment efforts provided us with data we can use to advocate for further collaboration and library inclusion in discussions of initiatives impacting teaching and learning.

    Officials on campus were eager to assist us. The assessment office provided valuable guidance and other offices were able to provide data related to the numbers of students enrolled in elementary foreign language classes and their performance on foreign language placement tests. We believe that's indicative of a campus culture that encourages collaborative assessment to make informed decisions to better serve the students.

    The results of a pre and post assessment showed a statistically significant difference in students mean responses to statements related to library tools and services. Additionally quantitative data indicated students believed library tools were helpful or essential in completing most assignments.

  • 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 the AiA Project, the AiA team leader will be pursuing additional education in assessment and data analysis. Specifically, she'll be auditing statistical analysis classes offered at her institution. In a sense, this project allowed the team leader to learn how much she didn't know about assessment. By becoming more proficient in that area and sharing that information with colleagues, the team leader hopes this project will mark the beginning of a new era of assessing the effectiveness of library instruction, tools and services. The primary aim is to use that data to illustrate the library's value to the institution and to the institution's goals for student success.

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

  1. For more information on this project, please visit

Linked Literacies: The Library’s Impact on Foreign Language Students’ Cultural Learning

We studied the impact of library instruction and access to library resources on novice Spanish-language learners’ ability to meet the American Council on the Teaching of Foreign Languages Standards for Foreign Language Learning. Our research showed statistically significant changes in students’ familiarity with library resources during the study. Quantitative data showed students believed access to library resources facilitated cultural learning.