Assessment in Action

University of South Florida: 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: 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

(No) Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

Other (please describe)

Director, Academy for Teaching and Learning Excellence.

Page 2


Methods and Tools (select one or more)


(No) Interviews

(No) Focus Group(s)

(No) Observation

(No) Pre/Post Test

(No) Rubric

Other (please describe)

Student final course grades of library instruction attendees versus students enrolled in the same course who did not attend.

Direct Data Type (select one or more)

(No) Student Portfolio

Research Paper/Project

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

Other (please describe)

Student grade data

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. The University of South Florida's emphasis on student success, combined with a mandate for each unit to demonstrate contributions toward this goal served as the primary guide for this project. The research team comprised of two librarians, an instructor from the First Year Composition (FYC) program, and the director of the campus Academy for Teaching and Learning Excellence (ATLE) worked together to design, administer and analyze student grade information and student self-reported data to draw correlations between higher levels of student success and library instruction. Project researchers posed the following inquiries:

    -Do students who attend an information literacy instruction event perform better in their course than students who do not?

    -Do students who attend an information literacy instruction event perceive that they have acquired research and source evaluation skills that will result in an improved grade in the course?

  • 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. Three semesters of grade data for FYC students appear to show that experience with library instruction does make a small but significant contribution to higher overall student performance in the course.

    After completing this project, the research team learned that while the impact of information literacy instruction may not be thought of by many faculty members as a legitimate factor in student success, the outcome of this study would seem to indicate that for courses requiring students to engage in information seeking and gathering tasks, library instruction can have a significant, positive affect on student achievement.

  • 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. Student analytics represent an excellent means for demonstrating the level of impact that library instructional activities have on student success at the course level. As a result of this study, the library will collect student attendance data for every student and discipline that receives library instruction in anticipation of future data analysis. However, differences in data gathering and labeling techniques can complicate data analysis efforts and the library will take care in the future to ensure that gathering and collecting data activities employ the same naming conventions as institutional partners.

    While the findings of this study indicate a positive correlation between information literacy instruction and higher academic achievement, further investigation is recommended to affirm these findings. A longitudinal approach is advisable. Additionally, further exploration into qualitative measures of skill set acquisition and retention to be correlated with student performance data would provide a more detailed picture of the impact of information literacy instruction on student success.

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

  1. Team Leader Contact:

    Maryellen Allen, Assistant Director for Instructional Services
    University of South Florida Libraries
    4202 E. Fowler Ave.
    LIB 122
    Tampa, FL 33620

Impact of Information literacy Instruction on the Success of First Year Composition Students

As part of ACRL’s Assessment in Action program, the USF Tampa Library engaged in a multi-modal approach to assessing the impact of library instruction on student success using both quantitative and qualitative assessments. USF has historically relied upon satisfaction surveys, but student analytics improve the measure of the library's influence on achievement. This presentation suggests a link between information literacy instruction and student success.