1. ACRL’ S A SSESSMENT IN A CTION : A SSESSING L IBRARY I NSTRUCTION, C OLLABORATING ACROSS C AMPUS AND W HAT W E ’ VE L EARNED S O F AR Presented by: Jennifer Little Kegler Library Instruction Coordinator Drake Memorial Library Kenneth R. Wierzbowski Systems & Assessment Librarian Drake Memorial Library

2. A BOUT THE P ROGRAM

3. A SSESSMENT IN A CTION September 2012 – ACRL awarded a grant through the Institute of Museum and Library Services to undertake the project AiA is undertaken in partnership with the Association for Institutional Research and the Association of Public and Land-grant Universities.

4. A SSESSMENT IN A CTION Each institution who participates will lead their campus teams in the development and implementation of an action learning project. The projects will result in a variety of approaches to assessing library impact on student learning which will be documented and disseminated for use by the wider academic library and higher education communities. The different perspectives and experiences represented by the institutional team members will foster a collaborative approach to assessing the library’s impact on student learning and success on the campus of each participating institution. Not a grant (no $$$  )

5. A SSESSMENT IN A CTION The Program: Year 1 75 institutions Each institution consisted of a librarian team leader and at least 2 other members Additional members may include other librarians, but persons outside of the library were strongly encouraged Librarian team leaders participated in a 14-month professional development program Activities included attendance both in-person at conferences and online through a Moodle LMS platform

6. A BOUT OUR PROJECT

7. O UR T EAM Ken Wierzbowski – Systems & Assessment Librarian, Librarian Team Leader Jennifer Kegler - Library Instruction Coordinator Claire Goverts - Assistant Director Institutional Research Michael Dentino - Director of Student Learning Center

8. I NFORMATION L ITERACY INSTRUCTION AT THE D RAKE M EMORIAL L IBRARY Introduction Recently, the Drake Memorial Library has partnered with the First-year Experience Program to provide information literacy instruction to incoming freshmen during their Academic Planning Seminar course. Instruction and Reference Librarians only have a single 50-minute session to introduce incoming freshmen to the library, its resources, and to teach basic information literacy skills. Informal assessment has always been done, but the data was self-limiting and stored in silos. Campus-wide focus on student learning and assessment has prioritized the connection of library goals with those of the campus at large.  In recent years, the Drake Memorial Library has partnered with the First-year Experience Program to provide information literacy instruction to incoming freshmen during their Academic Planning Seminar course.  Instruction and Reference Librarians only have a single 50-minute session to introduce incoming freshmen to the library, its resources, and to teach basic information literacy skills.  Informal assessment has always been done, but the data was self- limiting and stored in silos.  Campus-wide focus on student learning and assessment has prioritized the connection of library goals with those of the campus at large.

9. I NFORMATION L ITERACY INSTRUCTION AT THE D RAKE M EMORIAL L IBRARY Project Objectives Determine the existing information literacy skills of incoming freshmen; establish a ‘baseline’ Assess the effectiveness of our current information literacy sessions ‘Close the loop’ by acting on our findings to improve information literacy sessions and to ensure effective use of limited class time Tie the results of our findings to broader campus assessment initiatives and communicate these results Build a perpetual culture of assessment in the library to improve our resources and services  In recent years, the Drake Memorial Library has partnered with the First-year Experience Program to provide information literacy instruction to incoming freshmen during their Academic Planning Seminar course.  Instruction and Reference Librarians only have a single 50-minute session to introduce incoming freshmen to the library, its resources, and to teach basic information literacy skills.  Informal assessment has always been done, but the data was self- limiting and stored in silos.  Campus-wide focus on student learning and assessment has prioritized the connection of library goals with those of the campus at large.

10. FYE AT B ROCKPORT Academic Planning Seminar, 1 credit (P/F) 1,100 entering freshmen Over 9 years, participation increased from 20% to 98% (2005 to 2013) Faculty or staff teach each section Some sections based on major, others are interdisciplinary

11. S TRATEGIES Tied to course objectives Hands-on assignment Linked to freshmen reading book Faculty course template Changes made based on student feedback Scaffolded with ENG112, a freshmen Composition class Librarian involvement in FLCs, Senate, CELT Freshmen Council Library Special Events New technologies demonstrated to freshmen CurricularCo-Curricular

12. APS G OALS AND O BJECTIVES GoalsStudent Learning Outcome A.Understand the services and resources available in the Drake Library. Students will be able to: 1.Identify the key areas of service and available help in the library (IT, Reference, study spaces, writing help, etc. ). 2.Demonstrate an understanding of the physical location of print and multimedia resources in the Drake Library. A.Locate resources available through the library web page in various formats and locations. Students will be able to: 1.Identify the format of a resource from a results list (print books, e-books, online articles, media, etc.) 2.Demonstrate an understanding of how to access materials, in the print and electronic collections. A.Select and use appropriate online databases to satisfy student research needs. Students will be able to: 1.Determine appropriateness of using multidisciplinary and/or subject-specific databases. 2.Identify recommended databases, reference sources, websites, etc. pertaining to a specific subject (databases by subject, LibGuides). 3.Formulate a simple search strategy in order to find articles or books on a particular topic.

13. P ROCESS & M ETHODS

14. R ESULTS

15. Post Pre Post Pre Post Pre Overall Change

16. Advanced information literacy concepts were included on both tests, but not focused on during instruction. Concepts included copyright issues, truncation, identifying sources and plagiarism. How much do you agree with the following statement: "I have learned a lot about research from libraries."

17. P OST - PROJECT I MPRESSIONS

18. B ENEFITS & D RAWBACKS Participating in a national program improves credibility and buy-in from faculty/staff Project admittance created the opportunity to work with others outside of the library Although broad, skills and theories learned will help in future projects Team will continue to assess onward AiA timeline prohibitively short AiA program tries to be too many things for too many different types of libraries Moodle/cohort support and interaction only as beneficial as the time and effort put in by everyone BenefitsDrawbacks

19. F UTURE P LANS Share “Assessment in Action” results Showed statistically significant changes in student learning (pre-test, post-test) Add online component Integrate ACRL’s information literacy standards Work with the general education committee

20. R ESOURCES APS Research Guide http://library.brockport.edu/aps Assessment in Action: Academic Libraries and Student Success http://www.ala.org/acrl/AiA Brockport’s First Year Experience Page http://www.brockport.edu/firstyear/