1. ADVANCING INFORMATION
LITERACY:
ACCOUNTABILITY VIA
ASSESSMENT
LESLIN CHARLES

2. ACCOUNTABILITY VIA ASSESSMENT

3. ACCOUNTABILITY VIA ASSESSMENT
EXPECTATIONS
A RATIONALE FOR INFORMATION LITERACY ASSESSMENT
OUR IL ASSESSMENT PLAN
STRATEGIES TO ASSESS STUDENT LEARNING OUTCOMES
IL ASSESSMENT RESULTS INFLUENCE CURRICULUM CHANGE
QUESTIONS AND ANSWERS

4. ASSESSMENT: WHY?
ACCOUNTABILTY VIA ASSESSMENT

5. ACCOUNTABILITY VIA ASSESSMENT

6. ACCOUNTABILITY VIA ASSESSMENT
WHY ASSESSMENT? ACCREDITATION
Standard 12 ‘ Many aspects of Information
Literacy are essential components of general
education…It is the role of faculty members to
define the desired student outcome, to outline
where in the curriculum certain skills are
developed and practiced…’
Middle States Commission on Higher Education. ‘Developing Research &
Communication Skills: Guidelines for Information Literacy in the Curriculum’

7. ACCOUNTABILITY VIA ASSESSMENT
WHY ASSESSMENT? ACCREDITATION
‘Information Literacy is an essential component
of any educational program at the graduate and
undergraduate levels…applies to all disciplines
in an institution’s curricula…’
Middle States Commission on Higher Education. ‘Developing Research &
Communication Skills: Guidelines for Information Literacy in the Curriculum’

8. ACCOUNTABILITY VIA ASSESSMENT
WHY ASSESSMENT?
QUESTIONS ADDRESSED
Does IL affect student success?
Where do students learn IL skills?
What role does the library play in the IL
competencies of our students?
Are the resources allocated to library
instruction worthwhile for the institution?

9. ACCOUNTABILITY VIA ASSESSMENT
WHY ASSESSMENT?
INSTITUTIONAL & DEPARTMENTAL VALUE
Continuous improvement
To learn from our success and challenges
To ensure standards
To demonstrate our value in clear and
measurable ways

10. ACCOUNTABILITY VIA ASSESSMENT
OUR INFORMATION LITERACY PROGRAM: MISSION STATEMENT
Prepares students to be successful lifelong
learners who are agile information seekers that
adapt to changing modes of information
delivery and are selective, critical, ethical
users of information in all formats.

11. ACCOUNTABILITY VIA ASSESSMENT
OUR INFORMATION LITERACY PROGRAM: GOALS & OBJECTIVES
Plan, develop, and deliver IL services and programs
to the College community
Integrate IL competencies into the College
curriculum
Support student lifelong learning and critical
thinking skills
Provide training/professional development for
Reference/Instruction Librarians
Sustain the Library Liaison Program

12. ASSESSMENT: WHAT?
ACCOUNTABILTY VIA ASSESSMENT

13. ACCOUNTABILITY VIA ASSESSMENT

15. ACCOUNTABILITY VIA ASSESSMENT

16. ASSESSMENT: WHO?
ACCOUNTABILTY VIA ASSESSMENT

17. ACCOUNTABILITY VIA ASSESSMENT

18. ASSESSMENT: HOW?
ACCOUNTABILTY VIA ASSESSMENT

19. ACCOUNTABILITY VIA ASSESSMENT INFORMATION LITERACY ASSESSEMENT PLAN

20. ACCOUNTABILITY VIA ASSESSMENT
Lesson/Assessment Plans
Student Performance Assessments
Librarian Self Assessment Plan
Librarian Peer Assessment Plan
External Assessment Tool: SAILS
Program Review

21. ACCOUNTABILITY VIA ASSESSMENT
IL INSTRUCTION LESSON/ASSESSMENT PLAN
DEFINE LEARNING QUANTITATIVE DEFINE CHANGES
OUTCOME/S
QUALITATIVE ASSESSMENT IS
IDENTIFY CYCLICAL
ASSESSMENT ANECDOTAL
STRATEGIES
PROFESSIONAL
JUDGMENT

22. ACCOUNTABILITY VIA ASSESSMENT
SAMPLE LESSON/ASSESSMENT PLAN

23. ACCOUNTABILITY VIA ASSESSMENT
LEARNING OUTCOMES & ASSESSMENT PLANNING
WHAT SKILLS DO MY STUDENTS NEED THAT ARE
ESSENTIAL TO THE OUTCOME/S?
WHAT ASSESSMENT TASKS MATCH THE SKILL THAT I
WANT TO TEACH?
ENVISION WHAT THE LEARNER WILL BE ABLE TO DO
AS A RESULT OF THE SESSION
CHOOSE LEARNING OUTCOMES THAT ARE
ACTIONABLE
CHOOSE LEARNING OUTCOMES THAT ARE
MEASURABLE

24. ACCOUNTABILITY VIA ASSESSMENT FACTORS AFFECTING STUDENT LEARNING CAN DETERMINE
YOUR ASSESSMENT STRATEGIES

25. ACCOUNTABILITY VIA ASSESSMENT
KNOW YOUR STUDENTS
FACTORS AFFECTING STUDENT LEARNING
STUDENTS ARE DIGITAL NATIVES PERFORMANCE ASSESSMENTS
Used to receiving information quickly Brief Quizzes
Prefer to receive graphics before text Utilize images in place of text in
multiple choice tests if appropriate
Function best when networked/team Utilize blogs and discussion boards for
oriented reflective learning
Thrive on instant gratification and Audience response systems provide
frequent rewards formative and summative assessment
opportunities
Prefer games to ‘serious’ work and like Jigsaw Classroom
to ‘do’ things
ALLWAYS DEFINE EXPECTATIONS

26. ACCOUNTABILITY VIA ASSESSMENT
STUDENT PERFORMANCE ASSESSMENT STRATEGIES

27. ACCOUNTABILITY VIA ASSESSMENT
STUDENT PERFORMANCE ASSESSMENT STRATEGIES
The Hot Seat Challenge

29. ACCOUNTABILITY VIA ASSESSMENT
LIBRARY INSTRUCTION ASSESSMENT

30. ACCOUNTABILITY VIA ASSESSMENT
IL INSTRUCTOR ASSESSMENT IS TRIFOLD

31. ACCOUNTABILITY VIA ASSESSMENT
IL INSTRUCTOR ASSESSMENT
SELF PEER FACULTY
ASSESSMENT ASSESSMENT ASSESSMENT
EVERY QUARTER TWICE PER YEAR SOLICITED
OCCASIONALLY

32. LIBRARIAN SELF ASSESSMENT
ACCOUNTABILITY VIA ASSESSMENT

33. ACCOUNTABILITY VIA ASSESSMENT
TRACK USEAGE STATISTICS: E.G. LIBGUIDES
CLASS/INSTRUCTOR DATE OF JANUARY FEBRUARY MARCH TOTAL
VISIT
ENG 105 BONNAFONS JANUARY 26, 44 45 27 116
2011
ENG 105 BOROS JANUARY 28, 8 35 102 145
2011
ENG 105 HURTES FEBRUARY 8 176 11 195
15, 2011
ENG 105 OLSON MARCH 3, - - 59 59
2011
ENG 105 STOLER JANUARY 11, 22 91 17 130
2011
ENG 106 OLSON MARCH 4, - - 83 83
2011
TOTALS 82 347 299 728

34. PEER ASSESSMENT
ACCOUNTABILITY VIA ASSESSMENT

35. FACULTY FEEDBACK
ACCOUNTABILITY VIA ASSESSMENT

36. ACCOUNTABILITY VIA ASSESSMENT
IL PROGRAM ASSESSMENT
INSTITUTIONAL REVIEW
PROJECT SAILS
PRE-TESTING

37. ACCOUNTABILITY VIA ASSESSMENT
PROJECT SAILS: OVERVIEW
Web based, multiple choice test developed by
Kent State University
4 of 5 ACRL Information Literacy Standards are
tested in the form of 8 skill sets
Students remain anonymous to Kent State
Students answer 45 questions
Results are presented as a cohort or as
individual student scores

38. ACCOUNTABILITY VIA ASSESSMENT
PROJECT SAILS: SKILL SETS MEASURED
DEVELOPING A RESEARCH STRATEGY
SELECTING FINDING TOOLS
SEARCHING
USING FINDING TOOL FEATURES
RETRIEVING SOURCES
EVALUATING SOURCES
DOCUMENTING SOURCES
UNDERSTANDING ECONOMIC, LEGAL, & SOCIAL ISSUES

39. ACCOUNTABILITY VIA ASSESSMENT If you find a very good article on your topic, the most
efficient source to find related articles is:
A A Bibliography from the article
B B Library Catalog search
C C Other volumes of the journal
D D Web search
E E Dissertation Abstracts Search

40. ACTING ON YOUR
RESULTS/FINDINGS

41. ACCOUNTABILITY VIA ASSESSMENT

42. ACCOUNTABILITY VIA ASSESSMENT
ACTING ON ASSESSMENT RESULTS
STANDARD 1:
Determines the Nature and Extent of Information
Needed
STANDARD 5:
Understands many of the Economic, Legal, and
Social Issues Surrounding the Use of Information

43. ACCOUNTABILITY VIA ASSESSMENT
ACTING ON ASSESSMENT RESULTS
LIBERAL ARTS & SCIENCES ASSESSMENT PLAN:
Students will define and articulate the need for
Information and access this information efficiently
and effectively
INFORMATION LITERACY RUBRIC
STANDARD 1 INTEGRATED INTO GEC 100 LEVEL COURSES
ICLICKERS AND GENERAL COURSE RUBRIC

44. ACCOUNTABILITY VIA ASSESSMENT
ACTING ON ASSESSMENT RESULTS
ENG 105 CHANGES
ALL SYLLABI HAVE SAME LEARNING OBJECTIVE ‘STUDENTS
WILL PARTICIPATE IN A LIBRARY ORIENTATION THAT
INTRODUCES
THEM TO THE LIBRARY RESOURCES AND INFORMATION
LITERACY’
LIBRARY ORIENTATION CHANGES
CONTENT CHANGED TO FOCUS ON ‘THE NATURE OF
INFORMATION NEEDS’
NEW USER ORIENTATION EXPERIENCE CREATED
ASSESSED VIA QUIZZES ATTACHED TO EACH SEGMENT

45. ACCOUNTABILITY VIA ASSESSMENT

46. ACCOUNTABILITY VIA ASSESSMENT
ASSESSMENT INFLUENCES CURRICULUM CHANGE

47. ACCOUNTABILITY VIA ASSESSMENT
ASSESSMENT INFLUENCES CURRICULUM CHANGE

48. ACCOUNTABILITY VIA ASSESSMENT
ASSESSMENT STRATEGIES: ONLINE ENVIRONMENT
Student Surveys
Discussion Board Rubric
Blogs
Faculty Feedback

49. ACCOUNTABILITY VIA ASSESSMENT
Student Comment:
IT WAS INFORMATIVE
AND I WAS ABLE TO
USE THE
PRESENATIONS AND
DISCUSSIONS AS
REFERENCE GUIDES

50. ACCOUNTABILITY VIA ASSESSMENT
Student Comment:
THE STRONGEST
POINTS WERE THE
NUMEROUS FORMATS
TAKEN TO REACH
OUT TO EACH
INDIVIDUAL. SHE PUT
THINGS IN
PERSPECTIVE FOR MY
UNDERSTANDING.
THE WEAKEST POINT
IS THAT I COULDN’T
HAVE THIS
PROFESSOR IN ALL
MY CLASSES

51. ACCOUNTABILITY VIA ASSESSMENT
OVERVIEW
STUDENT
ASSESSMENT DEFINE
SELF GOALS
ASSESSMENT
ACT ON
RESULTS
PEER
ASSESSMENT PROGRAM
ASSESSMENT

52. ACCOUNTABILITY VIA ASSESSMENT
See ASSESSMENT as Our ALLY
Assessment… Assessment… Assessment…
Assists to Influences and Assists us in
change defines new creating a
misconceptions directions culture of
of librarians assessment

53. ACCOUNTABILITY VIA ASSESSMENT

54. ACCOUNTABILITY VIA ASSESSMENT
BIBLIOGRAPHY
Association of College and Research Libraries. ACRL Information Literacy Competency
Standards for Higher Education. 2000.
Association of College and Research Libraries. Standards for Proficiencies for Instruction
Librarians and Coordinators. 2007.
Middle States Commission on Higher Education. ‘Developing Research and Communication Skills:
Guidelines for Information Literacy in the Curriculum.’
Oakleaf, Megan. ‘Writing Information Literacy Assessment
Plans: A Guide to Best Practice.’ Communications in Information Literacy, 2009.
Sweeney, Richard. Millennial Behaviors and Higher Education Focus Group Results. How are Millennials
Different From Previous Generations at the Same Age? <http://library1.njit.edu/
staff-folder/sweeney>.

55. ACCOUNTABILITY VIA ASSESSMENT
THANK YOU!
LESLIN CHARLES
COODINATOR, INFORMATION LITERACY INSTRUCTION
BERKELEY COLLEGE
LHC@BERKELEYCOLLEGE.EDU