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15 minute presentation showing results of information literacy assessment in Freshman English classes at University of Connecticut's regional campuses fall semester 2011. April 6, 2012, UConn Dept. of Freshman English Conference, Storrs, CT
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Assessment of Information Literacy in Freshman English Courses at the University of Connecticut Regional
Campuses
Presented by:
Diane G. MatherUndergraduate Education & Access Services Librarian
UConn Torrington
Phil PoggialiUndergraduate Education Librarian
UConn Stamford
Presentation
● Study of survey
● Development of questions
● Methods of analysis ● Collaboration with faculty
Information Literacy: The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand. (http://www.infolit.org/)
Why assess?
“ Regularly assess undergraduates’ information literacy skills and adapt library instruction accordingly to address changing needs and expectations. ”
UConn Libraries Strategic Plan 2009-2014. Goal 1: Undergraduate Education. Strategy A (5)
Why assess?
Limited time to cover basic research needs
Limited student-librarian interaction beyond classroom
Helps to tailor session tasks to student needs
Potential for faculty interest and involvement
The information-literate student:
Determines the nature and extent of the information needed
Accesses needed information effectively and efficiently
Evaluates information and its sources critically and incorporates selected information into his/her knowledge base and value system
Uses information effectively to accomplish a specific purpose
Understands many of the economic, legal, and social issues surrounding the use of information, and accesses and uses information ethically and legally
From “Faculty Guidelines: Information Literacy Standards for Higher Education”
Association of College and Research Libraries (ACRL)
Sample question
1. Which of the following is true? A scholarly, peer-reviewed article… (choose one)
Is written for a general
audience Is written and reviewed by
experts in the field Is always available for free on
the Internet using Google or other online search engines
Usually does not contain a bibliography
Standard Threehttp://english.uconn.edu/Information%20Literacy9.29.2011.pdf
"The information-literate student evaluates information and its sources critically and incorporates selected information into his/her knowledge base and value system.“
“… [Students] learn to trace information to its original source, establish which sources are most authoritative and suitable for scholarly discussion.”
• Distributed before and after library sessions
• Post-test time varied
• Testing anonymous
• Survey completed on paper or online: http://classguides.lib.uconn.edu/content.php?pid=92929&sid=2077305
• Answers downloaded from Google Forms Excel File to local Excel Data Analysis file
How was the survey
conducted?
UConn Regional Campuses:Survey Results Analysis
Survey Results Analysis
Point and % Change after Post-Test
Survey ResultsSample Class Analysis
Survey ResultsSample Class Analysis
Collaboration Mutual analysis of survey results
and conclusions
Determining of areas for focus and improvement
Librarian reworks presentation with instructor input
Instructor and librarian develop class assignment(s)
Instructor and librarian collaborate on integration of information literacy in curriculum
Thank you for attending!
Diane G. MatherUndergraduate Education & Access Services LibrarianUConn [email protected]
Phil PoggialiUndergraduate Education LibrarianUConn [email protected]
