Library Instruction Impacts Student Success
- Students who receive library instruction succeed because librarians and faculty work together to place information literacy within the context of critical thinking and communication goals.
- Our program is aligned with information literacy goals established by the UW System and informed by the Association of College and Research Libraries Standards.
- The User Services Division provides leadership on campus for integrating information literacy skills in the classroom, course, and program levels.
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Student Learning Outcomes
Information Literacy is one of the UW System Shared Learning Goals
. UWM graduates will be able to…
- Determine the extent of information needed to solve a problem
- Access the needed information
- Evaluate information and its sources critically
- Use information effectively to accomplish a specific purpose
- Use information ethically and legally
Assessment & Evaluation Plans
Internal Assessment Schedules and Reports
- Modular Online Tutorials
- Annual one third review of content for currency
- Ongoing course integration review in response to curriculum assessment
- Course Integrated Instruction
Teaching & Learning Resources
Resources for Improving Student Information Literacy Outcomes
- Integrating Online/Hybrid or Flipped Instruction
- Planning for Information Literacy Learning
- Assessing Student Learning
Learning Assessment Activities
Librarians utilize both formative, active assessment and student self-assessment to continuously improve our instructional practices in order to positively impact student learning.
- Best practices for formative assessment in face-to-face classes
- Best practices for student self-assessment in online/hybrid classes
Evidence of Student Learning
We gather evidence from students and faculty to measure the impact that our information literacy contributions have on student success.
- Information Literacy Tutorial Assessment (2011)
- Scope: 5 tutorial-embedded feedback surveys, 63 student discussion posts from English 102 D2L courses that partnered on the pilot, and an instructor focus group.
- Findings: Students demonstrated real learning knowledge and expressed that the tutorial was helpful for their tasks. No usability problems were reported.
- Action Taken: The Information Literacy Tutorial was fully released as the online instruction for English 102 online sections and as a open educational resource for individual use.
- Faculty Survey (2015)
- Scope: 113 surveys completed.
- Findings: 95% of respondents agreed or strongly agreed that the instruction was helpful for completing the research component of the class. 100% of respondents said “yes” they would recommend library instruction to other faculty.
- Action Taken: We will rewrite lesson plans to better align with faculty expectations and learning goals, incorporate pre-assessment activities to accommodate all levels of students, and provide instructional coaching for librarians and interns.
- Student Testimonials (2015)
- Scope: Research Help Desk surveys; in-class assessments; post-class assessments; consultation feedback.
- Findings: Overall, students report improvement in their ability to locate relevant information sources and satisfactory answers to their questions, and are appreciative of library services.
- Action Taken: Our goal is to develop an authentic assessment for gathering evidence of student learning.
- English 102 Portfolio Assessment (2016)
- Scope: Random sampling of 18 portfolios from three in-person sections and one online section of English 102. Each section included library instruction and each section was taught by the same First Year Writing instructor.
- Findings: According to our Information Literacy Student Profile, we expect first year students to benchmark in 3 of the 5 information literacy competencies. All portfolios met the AAC&U VALUE rubric benchmark for information literacy competencies.
- Action Taken: Findings were reported back to the First Year Writing Program Director and Assessment Specialist. Teaching & Learning team developed several new research questions to inform our future assessment collaborations with the First Year Writing Program and student success initiatives under the leadership of the Student Success Librarian.
- Online Learning Assessments (2016-17)
- Scope: Two online learning assessments were embedded in all Educational Psychology 104 sections in Fall 2016, one in Social Work 300 in Fall 2016 and 117 students began the Writing Without Plagiarism tutorial which includes a built-in learning assessment during the 2017 academic year.
- Findings: Authentic Assessment of student learning is possible when directly tied to learning objectives. “Search Builders” can yield evidence of students’ knowledge or ability that is informative for teaching information literacy concepts in the classroom. An online tool is just a tool and there is not a one-size-fits-all approach to collecting assessment evidence. Collecting evidence of growth in learning requires assessments, learning activities, learning outcomes, and goals to all be aligned.
- Action Taken: Our original goal was to develop a tool for authentic assessment of student learning that could be used in a variety of instructional settings. The findings described above illustrate that a single tool is too limited for our goal. Looking ahead to next year the Teaching & Learning team will create an Authentic Assessment Toolkit for instruction librarians to utilize when designing information literacy instruction and collecting evidence of learning that is authentic to the instructional context.
Use of Student Learning Evidence
We use the evidence we gather to develop programmatic goals to advance information literacy in courses and degrees and report our impact on student learning outcomes.Goals for 2016-18
Establish stronger connections with schools and colleges to address information literacy learning goals for underprepared and at-risk students.Collaborate with undergraduate program coordinators to scaffold information literacy throughout the major.Explore opportunities to partner with the Office of Institutional Research
, Student Success Collaborative
, faculty, and college assessment coordinators to measure impact on retention and graduation.
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Adapted from National Institute for Learning Outcomes Assessment. (2011). Transparency Framework. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). Retrieved from: http://www.learningoutcomesassessment.org/TransparencyFramework.htm