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Information Literacy Assessment: Wellsville: Closing the Loop Suggestions

Wellsville: Closing the Loop Suggestions

 

Actions

Justification

Cost

Personnel Involved

Time Frame

Notes

1

Revise some of the questions on the assessment instrument

Some questions may be unclear or inappropriate for Wellsville students

Time

Library faculty; SAGE committee; Center for Online Learning, Coordinator of Assessment; Wellsville Department Chairs

Spring 2019-

 

2

Compile results based on individual students, rather than by section/class averages

  • Would allow pre-test and post-test
  • Would provide more accurate results

Time

SAGE committee; Instruction librarians; Coordinator of Assessment; Center for Online Learning; Institutional Research Office

?

 

3

Add Information Literacy module  (several short questions) to next and subsequent NSSE (National Survey of Student Engagement) surveys (no longer available)

“This module asks students about their use of information and how much their instructors emphasized the proper use of information sources. This module complements questions on the core survey about higher‐order learning &

how much writing students do.” From NSSE website (no longer available)

(Institutions may append one module to the end of the survey at no charge and may append a second module for $250) NSSE website/pricing (no longer available)

SAGE committee; Provost; Institutional Research Office; Coordinator of Assessment; Instruction librarians

Next and future iterations of NSSE survey

Fosnacht, K. (2014). Information literacy and NSSE. College & Research Libraries News75(9), 490–500. https://doi.org/10.5860/crln.75.9.9192

 

Zoellner, K. (2016). Exploring undergraduate student experiences with information literacy. Performance Measurement and Metrics, 17(3), 241-251. doi: https://www.emerald.com/insight/content/doi/10.1108/PMM-07-2016-0032/full/html

 

4

Work with Wellsville faculty to identify appropriate information literacy concepts that could be taught in selected courses in each Wellsville program, built around relevant assignments in each curriculum

 

 

Possible methods to investigate:

 

  • Use the “flipped” classroom method to introduce & assess  basic IL concepts
  • Develop IL “badges” or “credentials” specifically for the Wellsville programs. This has the advantage of relatively easy assessment as students earn badges

Time

Library faculty; Wellsville faculty; SAGE, Coordinator of Assessment

Spring 2010--

Badges and credentials are being used in academic library settings.  See:

 

Penn State:

https://guides.libraries.psu.edu/c.php?g=516093&p=3540444https://guides.libraries.psu.edu/c.php?g=516093&p=3540444

 

SUNY Albany: https://library.albany.edu/infolit/badges

 

6

Investigate the cost and feasibility of purchasing off the shelf Information Literacy instruction modules, or alternatively, investigate availability of quality OER resources

  • Instruct from Credo can include both IL and Critical Thinking modules and assessments
  • ProQuest’s Research Companion  also includes related assessment instruments
  • Both products are linked to the current ACRL Framework and include built in assessment options

 

TBD (cost possibly shared with Provost’s Office or others as part of Gen Ed assessment expenses?)

 

Time

SAGE committee; Provost; Institutional Research Office; Coordinator of Assessment; Instruction librarians

Spring 2019-