Information Literacy Assessments @James Madison University
Session handouts forFrom Tests to Rubrics: Strategies for Assessing Information Literacy at Three InstitutionsInformation literacy is an important competency for student learning and success. While most regionaland disciplinary accrediting bodies expect institutions to offer library services and collections, severalspecifically encourage institutions to demonstrate student proficiency and progress in informationliteracy, a.k.a. library skills, digital literacy, or information fluency. Librarians embrace this call as anopportunity to collaborate with classroom faculty on teaching and assessing information literacy. Thispresentation will focus on using data from information literacy assessments to drive change at course,program, and curricular levels, changes that are designed to improve student learning outcomes.Kathy Clarke, James Madison UniversityCarolyn Gardner; California State University, Dominguez HillsCynthia Kane, Emporia State UniversityCarolyn Radcliff, Carrick EnterprisesTuesday, October 23, 2018Room: Marriott 2Time: 2:45 - 3:45 p.m.#1 Emporia State University Libraries and Archives: Changes in UL100#2 Information Literacy Assessments @James Madison University#3 Carrick Enterprises: SAILS Info Sheet 2018#4 Carrick Enterprises: TATIL Info Sheet 2018
Emporia State University Libraries and Archives:Changes in UL100 (Research Skills, Information, and Technology) Student Learning OutcomesACRL IL Framework“Old” Outcome (2 credit hours)“New” Outcome (3 credit hours, Fall 2018)Authority is Constructed and Contextual Apply critical thinking skills such asinterpreting scholarly materials,considering multiple perspectives, andusing reason and evidence in theevaluation of informationDefine the concept of authority in variousacademic, professional, and societal contexts andrecognize the value of diverse ideas andworldviews.Information Creation as a ProcessIdentify ethical, legal, and social issuesreflecting the changing nature ofinformation in a technological societyAssess how information products created throughvarious processes meet their intended uses andconveyed messages.Cite sources in a format recognized byprofessional colleagues in scholarlycommunicationRecognize that information creation anddissemination is a dynamic process and begin toarticulate the processes used in particularacademic disciplines and professions.Apply critical thinking skills such as identifyingauthority, interpreting scholarly materials,considering multiple perspectives, and usingevidence in the evaluation and the determinationof the credibility of information.
Identify ethical, legal, and social issues reflectingthe changing nature of and access to information ina technological society, understanding that someconstructs may vary by culture and socioeconomicstatusDescribe how the commodification of personalinformation affects information that you receive,produce, and disseminate, along with issues relatedto personal privacyCredit original ideas of others through properattribution and by citing sources in a formatrecognized by professional colleagues in scholarlycommunicationResearch as InquiryAnalyze and synthesize information for thepurpose of creating new knowledgeDefine, narrow, and focus a topic for anyresearch needGather, organize, analyze and synthesizeinformation from multiple sources and variousviewpoints for the purpose of creating newknowledge or reexamining existing knowledgeDefine, narrow, and focus a topic for any researchneed by formulating research questions anddetermining an appropriate scope of investigationIdentify appropriate research methods to fulfill theinformation need or type of inquiry
Scholarship as Conversation(none)Understand that communities of scholars,researchers, and professionals engage in ongoingand infinite conversations with a variety ofperspectives and interpretationsIdentify ways to contribute to the scholarlyconversation in specific academic disciplines andprofessions at an appropriate levelSearching as Strategic ExplorationDevelop the skills necessary to accessinformation effectively and efficientlyUnderstand that information searching is anonlinear and iterative process and develop theskills, persistence, and flexibility necessary tosearch and access information efficiently andeffectivelySelect appropriate search tools and brainstormsearch terms and strategies to match informationneedsUnderstand that a variety of scholars,organizations, governments, and industries mayproduce information on a topicTechnology (NOT part of ACRL ILFramework, but included)(none)Demonstrate the use of a variety of technologiesand multimodal media tools effectively throughhands-on experience
Information Literacy Assessments @James Madison UniversityAll (n 5000) first year students must take and pass the MREST prior to registration for sophomore year coursework. Transfer students who need to complete any General Education requirements at JMU must also pass theMREST by the end of their first academic year at JMU.Madison Research Essentials Toolkit: https://www.lib.jmu.edu/mretoolkit/Narrator: Articles in newspapers, magazines (or their websiteversions) are called popular articles because they’re meantto inform and entertain the general public. These kinds ofarticles don’t require any specialized expertise in order toread them and are usually written by professional writers orjournalists. Popular articles can be useful for backgroundinformation, current news, and opinions on controversialtopics. But, don’t expect to find the full details or in-depthanalysis. [IMAGE of two women reading a newspaper.]Recognize the components of scholarly work and that scholarship can take many forms. General EducationLearning OutcomePractice Exercises Embedded into Human Communication Canvas CoursesCanvas Course Tutorial ContentCanvas Course Practice Exercices
Instructions for StudentsAssessment & Testing LabChange Over Time ModelInfoCore Subset of MREST TestQuestions given on A-Days toselected students. JMU has twoassessment days, first year A-Day(the Friday before classes start andsophomore A-Day (February).Classes are not held on these days. Arandom group of students are giventhis test on A-Days. The chart at rightis based on our old outcomes (ACRL’sStandards) and notes gains across allobjectives.This is an enormous campus effort and represents much cooperation between General Education, JMULibraries, JMU’s Learning Centers and JMU’s Center for Assessment and Research Studies (CARS). Questionscan be directed to Kathy Clarke (clarkeke@jmu.edu).
The SAILS tests are nationally-recognized assessments that measure how well students can navigatethe complex world of information. SAILS is a knowledge test with multiple-choice questions targeting avariety of information literacy skills. Use SAILS to identify strengths and weaknesses of your students'abilities and to gain direction for your information literacy course or program in order to better developthe skills of your students.Based on the 2000 ACRL Information Literacy Competency Standards for Higher Education, theStandardized Assessment of Information Literacy Skills has been helping librarians and other educatorsbetter understand the information literacy skills of their students since 2006.SAILS Cohort TestThe SAILS Cohort Test offers multiple features to meet your needs. The Cohort Test allows you toefficiently test large groups of students. Results are reported out by SAILS skill sets as well as by ACRLstandards. Use the SAILS Cohort Test to gain understanding of your students as a whole; forlongitudinal testing; for comparing one group of students to another; and for comparing your institutionto others.SAILS Individual Scores TestThe SAILS Individual Scores Test gives an overall information literacy score for each student. Reportsshow how each student performed, including which questions they answered correctly. Use the reportdata to delve into specific test questions and objectives that challenge your students.SAILS Build Your Own TestThe Build Your Own Test option allows you to select the test questions that are presented to yourstudents from our validated item bank of 161 questions. This will allow you to create your own individualscores test and match your local information literacy outcomes and objectives.ProjectSAILS.org
SAILS Skill SetsFor the Cohort Test, Project SAILS groupstheACRLInformationCompetencyStandards for Higher Education outcomesand objectives into skill sets that reflect apedagogical approach to information literacy.The Cohort Test report shows how yourstudents are doing in each skill set. Knowinghow well your students do on the skill setsallows you to identify successes and focusyour instruction on needed areas.SAILS Skill SetsDeveloping a Research StrategySelecting Finding ToolsSearchingUsing Finding Tool FeaturesRetrieving SourcesEvaluating SourcesDocumenting SourcesUnderstanding Economic, Legal, and Social IssuesPricing: Testing and Measurement that Respects Your BudgetWe offer pricing that is straightforward and easy to understand. Pricing is calculated on a per-studentbasis. You are charged only for students that complete the test. Your total price will be determined atthe end of your testing period. Payment can be made by credit card or by requesting an invoice.Snapshot Comparison of the SAILS TestsSAILS Cohort TestUseCross-institutioncomparisonNumber of questionsNumber of studentsAdministrationrequirementsCostSAILS IndividualScores TestSAILS Build Your OwnTestDetailed results for groups One overall informationCustom testing ofof students. Resultsliteracy score for eachinformation literacy skillsreported by eight skill sets. student.for each student.Includes comparisons with Includes comparisons withsimilar type institutions,similar type institutions,No comparison data areselected peer institutions,selected peer institutions,included.and all SAILS Cohortand all SAILS Individualinstitutions.Scores institutions45. 90% of students55. 90% of studentscomplete the test in under complete the test in underUp to 50 of your choosing.35 minutes.45 minutes.Minimum of 50 needed;200 or moreNo minimum.No minimum.recommended.Current web browser and desktop or tablet. No special software required. Can beadministered in-class or individually on the student’s own time. 6.00 per studentCarrick Enterprises is the leading provider of information literacy assessment tools to colleges anduniversities in the United States and Canada. For more than ten years we have worked with over250 institutions of higher learning to help them accomplish their mission. We are committed tomaking information literacy assessment a powerful tool for assisting librarians and other educatorsin contributing to the success of their students.Carrick Enterprises, Inc.info@carrickenterprises.com714-497-3762
The Threshold Achievement Test for Information Literacy (TATIL) helps faculty and academic librariansbetter understand the level of information literacy achievement of their students. Inspired by the ACRLFramework for Information Literacy for Higher Education, TATIL is organized in four modules designed tobe administered separately according to the outcomes you want to assess. Each module can be completedin a standard class hour.Information Literacy KnowledgeThe test knowledge items are based on outcomes and performance indicators created by the test developersand advisory board. Items assess an array of cognitive processes that college students develop as theytransition from pre-college to college ready to research ready. The items are presented in a variety ofstructured response formats to assess students' information literacy knowledge, skills, and abilities rangingfrom understanding to critical thinking to problem solving.Information Literacy DispositionsDispositions play an important role in learning transfer, indicating students' willingness to consistently applythe skills they have learned in one setting to novel problems in new settings. The ACRL Framework highlightsdispositions, which constitute affective facets of information literacy, because they are essential to students'information literacy outcomes. Some dispositions may be cultivated over time through intentionally designedinstruction and through exposure to tacit expectations for student behavior.To address dispositions we use problem solving items that present scenarios describing an ill-definedinformation literacy challenge. Students evaluate the usefulness of strategies for addressing the challenge.ReportsTATIL reports help educators identify student areas of strength and areas that need improvement. Thereports support evidence-based decision-making and inform actions for strengthening student outcomes.Institutional reports include detailed knowledge and disposition results along with cross-institutionalcomparisons. A personalized report for each student is also available as an option.ThresholdAchievement.com
Snapshot of the Threshold Achievement Test ModulesTATILModulesDispositions MeasuredMindful self-reflectionEvaluatingProcess& AuthorityStrategicSearchingResponsibility tocommunityToleration of ambiguityProductive persistenceThe ValueofInformationProductive persistenceResponsibility tocommunityMindful self-reflectionResponsibility tocommunityCross-institutioncomparison scoresAll ModulesACRL ILFrame(s)Apply knowledge of sourcecreation processes and context toevaluate the authority of a source.“InformationCreation as aProcess”Apply knowledge of authority toanalyze others' claims and tosupport one's own claimsPlan, conduct, evaluate, andrevise searches to achieverelevant results.Compare and contrast a range ofsearch tools.Mindful self-reflectionResearch &ScholarshipKnowledge Outcomes TestedSelect your own peerinstitutions; all institutionsof selected types; allinstitutions.Understand the processes ofscholarly communication andknowledge building.Understand stages of theresearch process.Recognize the rights andresponsibilities of informationcreation.Recognize social, legal, andeconomic factors affecting accessto information.Administration requirementsCurrent web browser. No specialsoftware required.Can be administered in class orindividually on the student’s owntime.“Authority isConstructed andContextual”“Searching asStrategicExploration”“Research asInquiry”“Scholarship as aConversation”“Information HasValue”Cost 9/studentSpecialintroductory priceof 6/student.Carrick Enterprises is the leading provider of information literacy assessment tools to collegesand universities in the United States and Canada. For more than ten years we have worked withover 250 institutions of higher learning to help them accomplish their mission. We are committed tomaking information literacy assessment a powerful tool for assisting librarians and other educatorsin contributing to the success of their students.Carrick Enterprises, Inc.info@carrickenterprises.com714-497-3762
literacy, a.k.a. library skills, digital literacy, or information fluency. Librarians embrace this call as an opportunity to collaborate with classroom faculty on teaching and assessing information literacy. This presentation will focus on using data from information literacy assessments to drive change at course,
Traditionally, Literacy means the ability to read and write. But there seems to be various types of literacy. Such as audiovisual literacy, print literacy, computer literacy, media literacy, web literacy, technical literacy, functional literacy, library literacy and information literacy etc. Nominal and active literacy too focuses on
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Michigan State University and James Madison College are on the semester calendar. The James Madison College overall curriculum is made up of University requirements, JMC requirements, and major requirements. Most students complete about 30 credits per year. About half of these credits are taken in Madison classes taught by Madison faculty.
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