SKYLINE LIBRARY STUDENT LEARNING OUTCOMES

ASSESSMENT PLAN FOR INFORMATION LITERACY

 

DRAFT  --  APRIL 2006

 

I.  STATEMENT OF PURPOSE


In recent years higher education has witnessed a growing emphasis on concrete measures of institutional effectiveness.  There has been a shift in attention from input measures (funding, staff, equipment, etc.) to outcomes measures (what students learn).  Regional accrediting agencies now view outcomes assessment as a crucial component of an institution’s self-study since the goal of assessment is to examine and improve educational quality, i.e. teaching and learning.

Academic libraries are included in this focus on results because they take direct part in the educational mission of the parent institution by providing instruction in lifelong information literacy skills.  At Skyline College Library, the responsibility and privilege of helping students develop information literacy skills is the very heart of the library’s educational mission and is done in partnership with classroom faculty. 

 

Information literacy is generally defined as the ability to find, evaluate, organize, use, and communicate information in all of its various formats.  It is the fusing of library literacy, computer literacy, media literacy, technological literacy, ethics, critical thinking, and communication skills.  The American Library Association defines an information literate person as one who is able to:

 

  • Determine the nature and extent of the information needed
  • Access the needed information effectively and efficiently
  • Evaluate information and its sources critically
  • Incorporate selected information into one’s knowledge base
  • Use information effectively to accomplish a specific purpose
  • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally

    (American Library Association, Association of College and Research Libraries, Information Literacy Competency Standards for Higher Education, 2000)


The purpose of Skyline Library’s assessment plan, therefore, is to collect and analyze data that measures how well students are learning the components of information literacy.  Are our students learning what we think is essential to becoming information literate?  If not, should our teaching strategies be modified?  What other approaches and resources would help our students learn more effectively?

II. SKYLINE COLLEGE INFORMATION LITERACY STUDENT LEARNING OUTCOMES

 

By the end of their Skyline College experience, the information literate student will be able to:

1.  Articulate a focused research question, topic, or information need.

2.  Identify a variety of types and formats of information sources and select appropriate search tools to find the needed information.

 

3.  Develop and execute an effective research strategy using a wide range of search tools, accurately interpret results, and find authoritative information pertinent to the topic.

 

4.  Evaluate the relevance, quality, authoritativeness, and credibility of information retrieved.

 

5.  Access and use information ethically and legally.

 

 

III. INSTRUCTIONAL APPROACHES

Information literacy skills are taught at Skyline College in the following ways:

  • 50 – 75 minute research workshops led by librarians utilizing active learning techniques
  • LSCI 100: Introduction to Information Research – a hybrid online / classroom course taught by librarians
  • Online research help guides and pathfinders written by librarians
  • Online tutorials (via LSCI 100 and PLS)
  • Individual instruction at the Reference Desk
  • Point-of-use printed instructional handouts
  • Workshops for faculty
  • Infusion in general education courses and select disciplinary courses (yet to be developed in partnership with classroom faculty)

 

IV.  ANALYSIS AND ACTION

 

This data gathered in the assessment plan will be used to document, evaluate, and improve the teaching and learning of information literacy at Skyline College.  A report will be written at the end of each semester (using the SLO Assessment Report Template) which will analyze the results for the SLO’s assessed that semester.  This analysis will include any proposed changes in our assessment methods or pedagogy.