Information Literacy Outcomes and Assessments

INFO LITERACY OUTCOMES AND ASSESSMENTS
To summarize, here are the general learning outcomes in relation to information literacy as suggested by the Information Literacy Committee that met Spring 2008.

The Committee recommended that Biology, Sociology, and Psychology courses build these outcomes into the curriculum, and the Library is offering the following tools to support this recommendation.

The KEY indicates how these outcomes are being addressed with our updated instructional and assessment tools.
KEY IG (Info Game) Instructional online tool with assessment
PT (Plagiarism Tutorial) Instructional online tool with assessment
RA (Research Activity /Online Orientation & Worksheet) Instructional online tool with
assessment and student evaluation of instruction
XRA (Extended Activity/Online Orientation & Worksheet) Same as RA and includes 15 questions that assesses general knowledge taken from LIS 2004 coursework)
SM (SurveyMonkey assessment) Assesses general knowledge covered by instructional tools.



1. Evaluate the credibility, quality, and accuracy of Internet resources for specific information needs. [IG] [RA]
2. Demonstrate an understanding of several social, legal and ethical issues, including netiquette, plagiarism and copyright issues. [PT]
3. Use Internet communication tools, web search engines, meta-search engines, specialized search engines, and subject directories to locate and access relevant information resources. [IG] [RA]
4. Demonstrate an understanding of various information resources available via the Internet. [IG]
5. Identify research topics and devise effective search strategies to utilize appropriate Internet resources and Internet-accessible library databases in the research process. [IG]
6. Document resources using MLA or APA style guides. [PT]
7. Demonstrate competence in using keyword and Boolean search techniques as appropriate for Internet search tools. [IG]
Information literacy outcomes and skills, as identified by faculty, in order of importance:
1. Library Databases & Documentation of Internet & Other Online Resources [RA] [PT]
2. Human Evaluated Web Resources [IG]
3. Internet Communications [IG]
4. Evaluation of Internet Resources [IG]
5. Web Search Engines [IG]

EXPLANATION OF INSTRUCTIONAL AND ASSESSMENT TOOLS

• The SurveyMonkey is a foundational 10 question-assessment of students’ general information literacy skills. The content is taken from the Info Game, which is based on the essentials of the LIS 2004 Introduction to Internet Research accredited coursework developed by The Internet Course Task Force consisting of Florida Community College librarians. Some LCCC faculty give extra credit, and require students to print off the work. These stats are also kept by the SurveyMonkey server and managed by the librarian.


• The Research Activity Orientation/Worksheet/Plagiarism Tutorial includes practical exercises using the LCCC Library’s catalogue and five commonly used databases, a thorough plagiarism tutorial created by University of South Florida, and a 3-question evaluation for student feedback about this instructional tool.

• The Extended Activity Orientation and Worksheet is available online, and librarians manage the stats on this tool. The 15-question assessment content comes from the LIS 2004 coursework.

• Information Game is a five-module online instructional tool created by Austin Community College Library. Topics covered are: general internet vocabulary and use, choosing topics for research, search strategies such as Boolean, evaluating internet resources, and using a variety of relevant sources for research. After each module, a student must receive 70% on the assessment before proceeding to the next topic. Students will be able to email their instructor when they complete the entire Info Game. This Game does not allow us to know which questions are not being answered correctly, only that a minimum 70% mastery was accomplished. Although there is a security code required for students to progress from one level to another; these are not real codes, but a measure to discourage students from cheating. These scores are monitored by faculty.

SUGGESTED USE FOR VARYING LEVELS OF LEARNING EXPERIENCE with MEASUREMENT OBJECTIVES

1. Student Success, Speech, and Beginning level composition courses appear to profit by using the Research Activity & Plagiarism Tutorial. This tutorial is best used right before a research assignment. The Librarian will customize this basic activity to direct students to the most relevant databases for their assignment.

2. The stats from the Survey Monkey Assessment Tool will informally measure how aware our students are of basic information literacy skills. This tool is best used at the very beginning of the term, or the very end of the term.


3. The Administration would like to see Psychology, Biology, and Sociology students exposed to more thorough Information Literacy content, so the Information Game was procured and customized for that reason. Best used at the beginning of the term, or right before the first research assignment.

4. The Library recommends that students have at least two encounters with an information literacy instructional tool and/or assessment. The following descriptions indicate the various levels of learning experience and measurement objectives:

Foundational - Research Skills Activity (70%) & Plagiarism Tutorial (70%)and
Survey Monkey Assessment Tool (70%)
Basic - Extended Research Skills Activity (80%) & Plagiarism Tutorial (80%)
Extended Survey Monkey Assessment Tool (80%)
Psy/Bio/Soc - Information Game (70%)
Extended Survey Monkey Assessment Tool (85%)

Measurement objectives:
• 75% of students will attain the percentages prescribed at the Foundational level
• 75% of students will attain the percentages prescribed a the Basic level
• 75% of students taking Biology, Psychology, and Sociology courses will attain the percentages prescribed.