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Assessment in Action

Los Angeles Trade Technical College: 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

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

(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

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

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

(No) Library Administrator

(No) 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

(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

(No) Other (please describe)

n/a Our project involved qualitative data

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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 AiA project is aligned with LATTC’s Pathway to Academic, Career and Transfer Success (PACTS) Model in which information literacy skills are an essential component. To achieve the goal of increasing information literacy we needed to engage campus partners. The collaboration between the librarian team leader and the English Department’s CAP (California Acceleration Project) achieved this goal, embedding information competency into the curriculum of 18 Basic Skills sessions followed by 8 English 100 classes to locate resources for a research paper to be qualitatively assessed.

    Inquiry determined whether a higher success rate developing information competency could be achieved by the instruction librarian/AiA Team Leader embedding IC skills into: 1)Basic Skills One-Shot Workshops and 2) A progression of Basic Skills and English 100 courses.

    The team composition, a collaboration between the Librarian, Basic Skills and English faculty, beginning with a planning meeting, followed by team teaching and continuing discussion was effective.

  • 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. By presenting information competency consecutively in two Basic Skills sessions and progressing to AP English 100 courses, at least 85% of the students achieved a high rate of success, applying their skills to research papers. This project is a model for embedding information competency instruction can be applied across the LATTC curriculum, benefitting General Education and Vocational Programs.

    The lesson learned is that repetition of search strategies in consecutive sessions reinforced students' ability and built confidence with the research process. Faculty and students understood that the Library and its' resources and learning how to use them correctly is essential for their success as students.

    Team leader, Instruction Librarian/Library Chair Judith Samuel will present the AiA project to the Student Success Committee demonstrating it as a model for increasing campus-wide information competency. We would not have had the evidence of achieving student success without participation in the AiA Project.

  • 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. Changes:

    - Establish the classes or programs to be assessed well in advance of the class start date

    - Introduce recent AiA project to Dean of Institutional Effectiveness during the summer (2014) pre- fall semester to share my project for suggestions to assess upcoming projects

    - Learn and adopt some assessment techniques from AiA colleagues at Las Vegas ACRL meetings and poster presentations

    -Work with a librarian colleague at outset of future project

    Future:

    -Continue embedding in AP: Basic Skills 2 and English 100 classes

    -Embed in transfer-level English 101 classes (tracking students who participated in AP English 100 classes)

    -Discuss introducing Information competency into additional Basic Skills classes campus-wide with same model as AiA Project, e.g. embedded IC skills in consecutive classes for higher success rates and information fluency in class assignments

    -Introduce project at a Student Success Committee Meeting

    -Consider writing an article documenting our 2013/2014 AiA Project

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

  1. At the moment information on our project has not been added to the Library Web site. We plan to do this over the summer at
    college.lattc.edu/library/

    Team Leader:

    Judith Samuel, M.A., M.L.I.S., Instruction Librarian and Library Chair
    Los Angeles Trade Technical College
    400 West Wasington Blvd.
    Los Angeles, CA 90015

    213 763-3959 office
    310 570-9012 cell

    samueljc@lattc.edu

Measuring Information Literacy Success: From One-Shot Basic Skills Workshops to Embedded Librarian in California Acceleration Project

To assess information literacy success in one-shot basic skills no research sessions compared with research-based sessions. In comparison with one-shot instruction, high success rates with research skills resulted in embedded librarian Basic Skills (co-requisite) sessions with English 100 following the California Acceleration Project model.

Filename
LATCC_84x48_Poster_v5_pr-2.pdf