Library sessions improve student scores

 Posted by at 9:36 am  Communicating Value, Library Impact on Students  No Responses »
Apr 032013
 

Guest post by Debbie Krahmer, Learning Commons Librarian, Colgate University

[A version of this post was originally printed in the Fall 2012 Colgate University Libraries newsletter.]

 

The Core Curriculum is a key part of Colgate University’s liberal arts education. Only one category, Core Communities & Identities, explicitly states information literacy in their top 3 learning goals. Every Core CI class involves a research project of some kind, in the form of posters, videos, or research papers. The variety of research projects has been an obstacle to designing a suitable assessment instrument. How can you assess the impact of information literacy instruction across a diverse set of projects, geographical areas, and disciplines?

Grounded in ACRL’s Information Literacy guidelines, we based our assessment on “Project Information Literacy,” the national survey conducted by Alison Head and Michael Eisenberg. I worked with three teaching faculty from Core CI to survey over 500 students to determine how they were using and evaluating resources, and if attending a library session had any influence on the outcomes at the end of the semester.

The survey was administered at the beginning and end of the Fall 2011 and Spring 2012 semesters, and is being repeated for the 2012-2013 academic year. It consisted of 7-8 select PIL 2010 questions, administered through Google Forms. Using Google Forms helped to cut down on the time it took to collect the data, and the shortness of the survey allowed students to finish it in about 15 minutes. The majority of the 574 respondents were first year or sophomore-level students.

The broad reach of the PIL survey made it the perfect model for developing a simple assessment tool that could be used for any course. Colgate was one of the participants in the 2010 survey, so we had not only national data but also Colgate-specific benchmarks to measure against.

Perhaps the most exciting result of the survey was that attending a library information literacy session showed a far more positive change in using and evaluating research materials from the start of the semester. While all students tended to move from non-scholarly to scholarly sources over the semester, the students who had a library session reported using scholarly materials more than students who didn’t have a session. These students consulted online journal databases much more often, and generic Internet search engines much less often. Nearly 50% of the students who had a library session reported that they consulted a librarian in the course of the research project, while only 13% of the students without a library session reported consulting librarians.

Overall, the survey supported the faculty’s perception that Core CI has a positive effect on students’ information literacy skill development. It also serves to support the need for hands-on, face-to-face interactions within the classroom between students and librarians. The simplicity of the survey doesn’t allow us to determine why the library sessions had such a positive influence, but it does give us a very simple way to show that there is value in inviting librarians into the classroom.

We’ve used the results, as well as the growing research around the PIL study, to determine areas where instruction should be improved. Perhaps more importantly than that, the conversation around information literacy standards and expectations has improved since the survey. There are more frank, open discussions of what faculty and librarians expect from students, a key component for continuing to improve our support of student learning.

You can view a poster demonstrating the results of the 2011-2012 Core CI Information Literacy Assessment at the Colgate University Digital Commons.

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Changing Library Spaces – How do they contribute to the student experience and how does one measure those contributions?

 Posted by at 1:44 pm  Communicating Value, Library Impact on Students  No Responses »
Mar 052013
 

Recently I’ve been part of at least two separate conversations that included someone asking “how does an institution measure the impact that changes in library spaces may have on the student experience.“  In the Value Report, each of these questions included the use of library space as a possible area of correlation:

  • How does the library contribute to student achievement?
  • How does the library contribute to student learning?
  • How does the library contribute to the student experience?

 In the section on student experience it was suggested that one technique would be to issue a survey that “ask[s] library users to describe what the academic library has enabled them to accomplish.” (p.124) For those libraries that have initiated changes in their spaces, it is possible that the survey could ask what has the new improved spaces enabled them to accomplish that they couldn’t accomplish before.   The following are just a few of many available resources that may assist libraries in conducting some means of assessment for their new spaces or assist in planning as well as assessing the impact of new spaces.

The new ACRL Standards for Libraries in Higher Education (SLHE) include a principle on space, which reads “Libraries are the intellectual commons where users interact with ideas in both physical and virtual environments to expand learning and facilitate the creation of new knowledge.” The SLHE are designed to guide academic libraries in advancing and sustaining their role as partners in educating students, achieving their institutions’ missions, and positioning libraries as leaders in assessment and continuous improvement on their campuses. They articulate expectations for library contributions to institutional effectiveness, with evidence collected in ways most appropriate for each institution. It is worth remembering that the SLHE provide a strong framework for demonstrating the impact and value of all types of academic libraries. Librarians can use the standards to prepare for accreditation, demonstrate value of their library to student learning and success and institutional initiatives, and improve quality in many areas, including library space.

At ACRL 2007 in Baltimore, Rachel Applegate presented a paper entitled, “Build it and Then What?  Measuring Implementation and Outcomes of Information Commons” which provides some guidance on developing programs of assessment for new Information Commons.  Based on the experiences of the University Library (UL) of Indiana University Purdue University Indianapolis (IUPUI, Applegate provided information on outcomes they were able to measure as a result of the new Information Commons.  She shared evidence that database usage increased based on data collected pre-Commons versus pilot-Commons.  (p.171) This was a demonstrated measurement showing that there was at least one significant change based on the implementation of the Information Commons.  As stated in the article:

“But merely proving that they use an area does not capture what kind of outcome it has achieved.

Outcome evaluation is a core goal of the academic assessment and accountability movement. Inasmuch as academic libraries are indeed academic, they are called to participate in this effort to determine just what student learning outcomes have been achieved. For libraries this is very challenging, as they serve an assistive, not a direct, role in learning.” (p.171)

Challenging as it may be to demonstrate learning outcomes, Applegate shared further details on a grant-funded survey that collected data in a limited study of eight courses: four graduate and four undergraduate.  Limited as the study may have been, it provided enough information to make a general assertion that the “results tend to show that library and Commons usage can be associated with positive outcomes, for undergraduates…”(p.172)  You can read the complete details in the report that is freely available online.  She shares information on methodologies and provides detailed background on the nature of their studies.  What is most important is that these are the types of studies that can be replicated in other libraries, including your own.

The main point is that projects such as these still require that some kind of data be collected and analyzed in order to demonstrate how these changes have contributed to improving the student experience in a quantitative manner.  In the publication, ARL Learning Space Pre-Programming Tool Kit a majority of the report focuses on assessment techniques after the planning process.  The report includes a detailed example of a survey that could be executed at a workstation within a multi-media lab.  Even though this is an ARL publication, the example of a survey that could be executed at a workstation could be applied to any type of academic library – community college, four year, or research level.  The important piece is that the survey might generate enough information to provide a means to initiate a more detailed follow up with selected participants.  A follow-up could be used to collect data that might be able to demonstrate improvements in GPA, or retention, or other correlations that could demonstrate that more has taken place beyond just improving the student experience as a result of creating a multimedia lab or Information Commons or new comfortable reading spaces.

The Value Report suggested that correlations with spaces and student achievement, student learning, and the student experience could all be compiled for the purpose of demonstrating value.  What is really needed now are more examples from libraries that have conducted studies and collected data and a sharing of those studies so that other libraries can learn and apply lessons learned in their own institutions.

Perhaps your library has recently initiated substantial changes in spaces within the library.  Have you implemented a plan of assessment to determine how these changes are contributing to student achievement, learning or their overall experience?  We’d like to hear from you if have and would love to see and share any reports you may have generated.  Use the “Share Your Reearch” feature to the right of this posting – 

Working on a Value of Academic Libraries project at your institution? Share your research through our VAL project survey. We’ll highlight many of these projects on our blog.

 

With thanks to Megan Oakleaf and Kara Malenfant for contributions to this post and to John Pollitz for the topic suggestion.

ACRL Awarded Second IMLS Grant to Build Profession’s Capacity to Demonstrate Value

 Posted by at 8:00 am  Communicating Value, Library Impact on Students, Student Learning Outcomes  2 Responses »
Sep 212012
 

The Association of College and Research Libraries (ACRL) has been awarded a National Leadership Demonstration Grant by the Institute of Museum and Library Services (IMLS) for the project “Assessment in Action: Academic Libraries and Student Success.” The grant funding of $249,330 will support ACRL, in partnership with the Association for Institutional Research (AIR) and the Association of Public and Land-grant Universities (APLU), and build on their IMLS 2011 Collaborative Planning Grant which convened two invitational summits. With this grant, a professional development program to strengthen the competencies of librarians in campus leadership and data-informed advocacy will be designed, implemented and evaluated.

“I am delighted with IMLS’ decision to provide continuing support for ACRL’s commitment to helping academic libraries demonstrate alignment with, and impact on, institutional outcomes, the goal of ACRL’s Value of Academic Libraries initiative,” said ACRL President Steven J. Bell, associate university librarian for research and instructional services at Temple University.

“Continuing our work with our higher education partners AIR and APLU is an exciting opportunity to further engage librarians in the broader campus assessment initiatives,” added ACRL Executive Director Mary Ellen K. Davis.

Three hundred institutions will participate in the project (Year 1: 75 institutions; Year 2: 100 institutions; Year 3: 125 institutions). Each participating institution will identify a team, consisting of a librarian and at least two additional team members as determined by the campus (e.g., faculty member, student affairs representative, institutional researchers, or academic administrator). The librarians will participate as cohorts in a one-year professional development program that includes team-based activities carried out on their campuses.

“I am pleased to continue APLU’s partnership with ACRL on this grant to more effectively assess the impact of university libraries on learning and to use that information to enhance student success,” said APLU President Peter McPherson.

“Institutional researchers and librarians have long been partners in using data to improve institutional performance,” Randy Swing, executive director of AIR, noted. “This grant allows us to raise the bar for using data to prove and improve the impact of libraries on student learning and success.”

Librarians who participate in the program, supported by a blended learning environment and a peer-to-peer network, will lead their campus teams in the development and implementation of an action learning project examining the impact of the library on student success and contributing to assessment activities on their campus. 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.

Information about how to apply to participate in the first cohort will be available in January 2013. Contact Kara Malenfant, ACRL senior strategist for special initiatives, at kmalenfant@ala.org or (312) 280-2510 with questions about the grant or the Value of Academic Initative.

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