Information Literacy Program Assessment

The SC4 Library Information Literacy Program

"Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning." Framework for Information Literacy for Higher Education 2015, American Library Association, American College & Research Libraries Association

In 2015, ACRL adopted the  Framework for Information Literacy in Higher Education focusing on six threshold concepts to serve as "passageways or portals to enlarged understanding or ways of thinking and practicing within that discipline." (If interested, see "Before the Framework" at the bottom of this page.)

The reference librarians at SC4  incorporated the Framework into the Information Literacy program in 2017-18 with the following student learning outcome:

Assessment of the 2017-18 Library English 101 IL Program

In 2015, the ACRL created a new Framework for Information Literacy. The SC4 reference staff has incorporated Framework’s concepts into the information literacy program to maximize student success. Using the Framework, the librarians at SC4 adopted the following IL outcome for the ENG 101 information literacy program:

Students will be able to find and critically evaluate sources for relevance and accuracy and use them ethically.

Shown on the following pages are the preliminary figures summarizing the statistics and scoring distribution of participating students in the English 101 information literacy (IL) program for the 2017-18 academic year.  The reference librarians conducted pre- and post-IL class quizzes using individual response devices, or clickers.

The results demonstrate that after attending the IL class, students were better able to critically and effectively evaluate sources for relevance and usefulness and use them ethically. Students also improved the following skills:

• Recognize the need to evaluate all sources critically;
• Identifying the elements of the citation;
• Identifying characteristics of a scholarly journal versus a general magazine;
• Using Boolean operators and other techniques to refine their searches; and
• Recognizing the need to cite direct quotes and paraphrased material.

Action plans for 2018-2019 Information Literacy Program to improve student success:

• Continue to incorporate concepts of the ACRL Framework into the ENG 102 and discipline specific IL classes.  Understanding the concepts may help students think more critically about the sources they are using.
• Work with faculty to help incorporate IL Gen. Ed. Competency Outcomes into curriculum.
• Increase participation in ENG 101 IL attendance.
• Revise LibWizard online ENG 101 IL program.
• Participate in Canvas LMS training with goal of creating online ENG 101 IL program.
• Strive to meet the proficiencies proposed by the ACRL Standards for Proficiencies for Assessment Librarians and Coordinators (www.ala.org/acrl/sites/ala.org.acrl/files/content/standards/assessment_proficiencies_draft.pdf).  

Comparative Results - ENG 101 Information Literacy 2017 - 2018

Classes conducted by Jane Lewandoski – Fall & Winter Combined

Evaluating two articles

Although both face-to-face student and online students are required to complete questions evaluating two given sources, I am focusing on assessing online responses this year.

Students in one ENG 101 instructor's online ENG 101 classes were asked to compare the following two sources and answer the questions below.

• "Climate Change: How Do We Know? Facts." NASA Global Climate Change. 31 Jan. 2017, climate.nasa.gov/evidence/. Accessed 3 Feb. 2017.
• "The Main Cause of Global Warming." Time for Change, timeforchange.org/main-cause-of-global-warming-solutions. Accessed 3 Feb. 2017.

Consider your answer with the following questions.

• Why did do you think your selection(s) were more authoritative?
• Was one article biased in any way?
• What about the authors?  
• Would you use the other source(s) in a different way / for a different purpose?

Although both articles point to human involvement in contributing to climate change, the NASA article “Climate Change: How Do We Know? Facts” provides scientific evidence of all of the causes of climate change. After attending the IL class, the majority of students chose the NASA article as the more authoritative source.

Most students were able to recognize the NASA website as being more authoritative as shown below.

• “I chose this one because it is published by NASA, and that is more authoritative than the other site. I don't think I'd use the other source in a different way, other than maybe grabbing citing some information from it for a paper if I were writing one.”
• “The first article is has the most evidence to prove than global warming is happening and the source is from the nasa website. Yes I would use the second article in a persuasive essay.”
• “Bias is prevalent in "The Main Cause of Global Warming". The author uses words like IS instead of saying something like "possibly" as if they are asserting their authority and persuading an audience. Since a bias is clear, the overall authoritative tone is prominent and weighs heavier on a reader than "Climate Change: How Do We Know? Facts." Most likely, I would use the other source in a different way, for evidence purposes or factual accuracy and unbiased writing.”

Students in a different ENG 101 instructor's online ENG 101 were given a similar assignment using two difference articles.

• "Motivation: The Scientific Guide on How to Get and Stay Motivated." James Clear, 2018, jamesclear.com/motivation. Accessed 23 Jan. 2018.
• "Motivation." International Encyclopedia of the Social Sciences, edited by William A. Darity, Jr., 2nd ed., vol. 5, Macmillan Reference USA, 2008, pp. 300-302. Gale Virtual Reference Library. Accessed 23 Jan. 2018.

Most students showed they recognized the entry from the International Encyclopedia of the Social Sciences as being the more authoritative source, and also that the James Clear article has value when used in other ways as exemplified by these select answers.

• “’Motivation: The Scientific Guide on Hot to Get and Stay Motivated’ by James Clear seems to sell how to be motivated whereas the ‘Motivation’ by International Encyclopedia of the Social Sciences seems to be more factual and a more educated source.”
• “Yes, the first article [James Clear] was biased toward his opinion of motivation. He uses sources from other authors and he has a background in science. No, I love how the second article tied in the history of motivation to the way that it effects the nature of our behavior and thoughts. Motivation can accomplish drastic things.
• “’Motivation: The Scientific Guide on How to Get and Stay Motivated.’ James Clear" seemed bias, and does not seem to have any bibliography describing his authority on the subject, and his article would appear to use more anecdotal evidence.  I would use this source as a form of activity selection and advice giving. … I would use the article by William A. Darity, Jr if I needed some information for a school presentation, or if I was writing my own article on the subject.”
• “The article ‘Motivation: The Scientific Guide on How to Get and Stay Motivated.’ by James Clear was trying to get you to read the other articles he wrote at the end of this article and I was also prompted to give my email to sign up for a newsletter. I would not use this source if I were looking for trustworthy articles for a school paper. I may use this article for personal use in getting motivated.”

More on Evaluating Sources of Information

Classes conducted by Jane Lewandoski – Fall & Winter Combined

During the on campus information literacy class, students are asked which of the following statements seems more authoritative. Most students choose the one citing the British Medical Journal. After the question, a discussion of what makes the third choice sound more trustworthy follows in class, and how students could find the primary source of information for the newspaper article.

Which statement sounds more trustworthy?

1. The Zika virus is a global public health emergency.
2. According to the Port Huron Times Herald, the Zika virus is a global public health emergency.
3. According to the British Medical Journal, the Zika virus is a global public health emergency.

After asking the question, a discussion of what makes the third choice sound more trustworthy followed in class, and how students could find the primary source of information for the newspaper article.

Identifying Potential Biased Sources

Less than half the ENG 101 students felt the need to evaluate materials from all content sources before the ENG 101 IL class:

Before IL class

After IL class - Almost all students recognized the need to evaluate sources no matter where they were found.

Recognizing Importance of Peer Reviewed Sources

The majority of students were unaware of the validity of peer reviewed sources  before attending an ENG 101 information literacy class:

Before IL class

After IL class - Almost 90% understood peer reviewed journals importance after the IL class:

Using Boolean Operators

Most students were unaware of advanced searching skills like using Boolean operators before the IL class:

Before IL class

After IL class - Most students understood the function of the AND Boolean operator after the IL class:

Citing Paraphrased Material

Students were unaware that paraphrasing needs to be cited before the IL class:

Before IL class

After IL class - Almost all students understood the importance of citing paraphrased sources after the IL class:

Identifying Elements of an MLA 8th Edition Citation

Most students were not able to identify the title of the journal from an MLA 8th edition citation before the IL class:

Before IL class

After IL class - More students were able to identify the title of the journal after the IL class:

Student comments on ENG 101 Information Literacy Program 2017 – 2018

Classes conducted by Jane Lewandoski – Fall & Winter Combined

After completing the on campus and online ENG 101 information literacy assignment, students are given the opportunity to provide anonymous comments on the program. Almost all students participate. Representative comments from students who attended Jane’s classes are given.

What is the most valuable piece of information you learned during the orientation? (On-campus responses)

• The hands on run through of the SC4 library website
• Click quiz before and after and where to find out info you are looking for
• How to navigate the library
• The most valuable piece of information I learned during the orientation was how easy it is to ask the library a question online
• Boolean method and citing sources using the generic template you provided.
• The most valuable information I learned was the Boolean search. It makes looking for an article incredibly easier as it narrows it down to what you’re looking for.
• You can go type in what you’re looking for and it gives you multiple options.
• The most valuable piece of information was how to search for articles the proper way.
• Learning MLA format
• To me it was learning that I could get help on the website 24/7.
• How to navigate the library page online
• That the library can help you find anything.
• The OneSearch very useful.
• How to contact when you aren’t at the library.
• I really learned a lot. To be honest, this was all new. During the orientation I got all the answers wrong :o I’m glad Mrs. O’Brien did this for us. I feel more confident in searching material & citing mine.
• The most valuable piece of information I have learned during the orientation was the ebooks.
• Boolean operators
• Knowing how to properly cite a source and how to find narrow information and knowing the library is open on Saturdays in case I need some help on the weekend.

What is the most valuable piece of information you learned during the orientation (Online IL responses)

• I found having to read 2 different articles and determine which one was more "authoritative" was helpful. The Boolean operators were helpful also, I learned how to use those in high school and actually forgot about them until now.
• How to access scholarly works for assignments.
• how to navigate and actually use the one search
• I learned how to perform a more targeted search, which will save time when doing research.
• The amount of information that the SC4 Database has available. I never realized how many resources were available and how we can narrow our searches down.
• That it sorts out the biased references to make finding information easier
• I thought that having additional resources available to me because I'm a student, besides Google, can come in handy for writing academic papers.
• I found out that it's easy to get credible information for essays and stuff when you search through the library website.
• How to search things properly
• MLA citation
• How to specifically search for things.
• The strategies to narrow down search results
• how to access the library off campus.
• Narrowing your search
• How the database is setup
• How to use citations
• The tool for citing will come very much in handy. Also now knowing a location where I can go and find thousands of publications and information on things I may need during my schooling at SC4 is very helpful.
• The various ways of searching for information/writing.
• Search Strategies (to me)
• I found all of the information very valuable but I think the citation tools will be most helpful
• How to type searches into the One Search bar
• overall handle of the website
• hm.  how to reach information faster
• The most valuable piece of information I learned during this orientation is how to search for e-books.
• How to best find the articles.
• How to find articles, journals, etc on my topic
• One search Guidance
• How to use the library online
• esearch and data bases
• How to make researching easier.
• that i can always get help in the library on what books to use
• How to navigate the site and how to easily search a topic and get exactly what you are looking for
• How to access information
• Being able to search for course specific things.
• That we can find all different kinds of scholarly articles and other helpful tools through the library website.
• That the library has online chat 24/7.
• The most valuable piece of information I learned during the orientation was how to uses the OneSearch and how to narrow searches down. It was very helpful.
• How to narrow my searches.
• A lot of the information was valuable and new to me. I think the most valuable was the Boolean operators and how to use them to refine the search.
• I think that the most valuable information I got from this session was knowing how to search correctly for specific sources in the library.

What was the least valuable part of the orientation? (On-campus responses)

• I’m still going to have trouble finding books if I need any
• The least valuable part was the library tour.
• How to look up an article on the homepage of the library.
• Everything was of value to me.
• Having to tour the library again, because I already had to during orientation.
• The tour because we did it in orientation.
• How to find a streaming video
• I thought it was all valuable
• All was valuable
• Everything was important
• I think this whole orientation was valuable, and it helped me learn.
• Quiz
• How to cite because my high school pounded that into our heads.
• Not being able to access the library when it’s closed. I like face to face help.
• Identifying info within citations
• Maybe library catalog
• The clicker test on the screen.
• How to operate the bookshelves.
• How to use “Easy Bib.” It’s easier to use Purdue.
• Some obvious things about writing papers, but overall was a great and helpful presentation.
• The tour. I have been in the library 100 times.
• I think one example of how to look for sources was plenty. Looking at more than one was too much.
• Learning that we can log into the library website with our SC4 username and password when off campus as well. I feel that was self explanatory.
• Honestly nothing, I learned a lot
• It was all valuable. Will be back for more help.
• Nothing J All great info!!

What was the least valuable part of the orientation? (Online IL responses)

• nothing
• n/a
• how to google search better
• Where to find the contact information on the website
• Nothing
• I'm not sure.
• Finding Academic Videos, most videos will be available via my professor, or I can search for them through other resources given to me.
• The video on news framing
• It looked like some videos repeated, and that didn't help me much.
• I didn't find one
• couldn't tell ya.
• finding the videos
• Elements of a citation (maybe) there are websites for doing this.
• nothing I can think of.
• MLA formatting
• nothing
• I think that it was all valuable.
• None
• help with the left column in onesearch
• not understanding some of the questions
• there were none, all were helpful for me
• Everything was equally valuable.
• the start i didnt understand it at first
• How to cite articles
• Not sure.
• I thought all of the orientation was valuable. I learned a lot about finding articles, journals, etc.
• Contacting librarians
• I dont know
• They were all valuable to me.
• I think everything I learned was useful, it was a bit repetitive however.

Do you have any other comments about the orientation? (On-campus responses)

• It was excellent! I like how useful everyone is!
• Keep doing it!
• Explain that the 24/7 library is not just technical support like Best Buy’s Geek Squad
• I thought it was nice and well organized.
• Very helpful
• I feel a lot more comfortable using the website for the library now.
• Loved it!
• Pretest to see if students are required to complete the orientation
• Overall it was good I just wouldn’t want to do this worksheet because I am very busy during the week with homework, work, etc…
• It was very informational and helped clarify citing sources. Thank You!!!

Would you recommend service the library provides, such as help from a reference librarian or using the full text databases, to other SC4 students?  (On-campus responses)

• Absolutely. They’re incredibly helpful and it’s very easy to navigate through the site.
• Yes, only to not limit them and so they can make their own opinion [Jane’s note: Comment from Dr. O’Brien’s class. Not sure what this comment was referring to.]
• Yes, everything is very helpful to use when writing a paper, finding topics/references and citing.
• Yes I would. I’ve used the 24/7 chat and it was very helpful.
• Yes, the database is helpful and if you really need help you can talk to someone.
• Yes because it has a log of reliable sources that could help with a lot of college papers in the future.
• Yes they are very helpful and do a great job.
• Yes, now I will.
• Yes I very much would
• Yes [multiple times]
• Yes [smiley face]

ENG 101 Face-to-Face Information Literacy Program Links

Links to the ENG 101 face-to-face TurnPoint Technologies PowerPoint used to pre- and post-test students in the ENG 101 information literacy program and to the print assignments distributed to participating students are given below.

ENG 101 Online Information Literacy Program Links

The ENG 101 Information Literacy Program has been available in some form of an online version for students taking ENG 101 online. Initially incorporated into Educator, then WebStudy, and now using Springshare library software. Below are links to the Winter 2018 IL programs.

SC4 Library Information Literacy Program Before the 2015 Framework

From 2000 until the introduction of the Framework in 2015, the SC4 library adhered to the Information Literacy Competency Standards for Higher Education as written by the Association of College and Research Libraries (ACRL):

“Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.” Association of College & Research Libraries, American Library Association

An information literate individual is able to:

• Determine the extent of the information needed. (ACRL Standard One)
• Access the needed information effectively and efficiently. (ACRL Standard Two)
• Evaluate information and its sources critically. (ACRL Standard Three)
• Incorporate selected information into one’s knowledge base. (ACRL Standard Three)
• Use information effectively to accomplish a specific purpose. (ACRL Standard Four)
• Understand the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally. (ACRL Standard Five)