June 10, 2016

Event Title

Knowing the Lay of the Land: First Year Course Programmatic Assessment Creates Benchmarking of Student Information Literacy Skills

Start Date

6-10-2016 9:30 AM

End Date

6-10-2016 10:00 AM

Description

Washington State University recently launched Roots of Contemporary Issues (RCI), a required first year course featuring a set of library research assignments and a culminating final paper. A group of RCI instructors, English Composition teachers, and WSU librarians conducted a series of assessment projects to gauge achievement of the information literacy student learning outcomes associated with the research project. This presentation will include insights about effective assessment methodologies, and reporting on the information literacy areas of most and least success for students. In terms of the Libraries' impact on student performance, the presenters will compare the IL achievement of students who sought library reference help and/or had a library instruction session with those who did not. The presenters will discuss adjustments made to the assignments in light of discovered data trends, and how the findings contribute to the larger university-wide assessment program.

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Jun 10th, 9:30 AM Jun 10th, 10:00 AM

Knowing the Lay of the Land: First Year Course Programmatic Assessment Creates Benchmarking of Student Information Literacy Skills

Washington State University recently launched Roots of Contemporary Issues (RCI), a required first year course featuring a set of library research assignments and a culminating final paper. A group of RCI instructors, English Composition teachers, and WSU librarians conducted a series of assessment projects to gauge achievement of the information literacy student learning outcomes associated with the research project. This presentation will include insights about effective assessment methodologies, and reporting on the information literacy areas of most and least success for students. In terms of the Libraries' impact on student performance, the presenters will compare the IL achievement of students who sought library reference help and/or had a library instruction session with those who did not. The presenters will discuss adjustments made to the assignments in light of discovered data trends, and how the findings contribute to the larger university-wide assessment program.