Assessing Information Literacy Online

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Assessing Information Literacy Online Internet
Librarian October 2008 Kevin Roddy and Margot
Hanson University of Hawaii
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Purpose Description

• LILO (Learning Information Literacy Online) is a
  project of the UH Libraries Information Literacy
  Committee (UHLILC) for the UH System. LILO is a
  productivity application that guides students
  research process using library and Web resources.
  Students create and add to an online Research
  Journal, documenting their research on a topic
  over a period of weeks.

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The origin of LILO

• The UH library system obtained the code to LOBO,
  the Library Online Basic Orientation at NC State,
  through an End-User License Agreement, in Spring
  2004. The tutorial has been completely redesigned
  and is regularly updated by UH Libraries
  Information Literacy committee (LILC) members.
  Instructional faculty, librarian, and student
  input is very important.

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LILO today

• Tutorial
• Research journal
• IM chat help
• Email access to librarians and instructors
• Videos
• Links to interactive elements

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Unique needs of Hawaii

• High level of demand for local topics research
  materials
• Low level of Hawaii-topic indexing in
  national/international databases

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Changing times and capturing the interest of
students

• Embedded and linked interactive material from
  various sources

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Tutorial

• Six modules
• General to specific

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My LILO Journal

• Research journal
• Students record research process

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Chat assistance

• 24-hour chat reference service

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Email access to librarians and instructors
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Videos

• YouTube
• Shared content by other libraries
• Create our own

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Links to interactive elements
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Student Feedback

• Students in Leeward CC instructor Donna
  Matsumotos classes saidLILO improved my
  research dramatically. It has everything you need
  and journals to keep you updated on where you are
  on your research. Without LILO, I would've
  procrastinated on this assignment.

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More Student Feedback

• The most useful aspect of LILO is the way
  everything is broken down into steps often when
  researching... the hardest part is knowing where
  to start. LILO solves this problem.
• The thing I find most useful in LILO is probably
  its journal.

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More Student Feedback

• I found the research part the most useful and
  having to actually look up a source and paste it
  to LILO was a good thing.
• The best part about LILO is that it gave me a
  step by step tutorial on how to do my research.

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More Student Feedback

• LILO made me aware of the steps involved in
  creating a legitimate and carefully constructed
  research paper.
• I found LILO to be extremely user-friendly.
• I intend to utilize this in the future.

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Written Survey Results

• 95 of students (36 of 38) found that LILO is
  helpful in their research, and would recommend
  LILO to their friends.
• The Research Journal, Citation Builder, and
  Assignment Calculator were identified as the most
  useful LILO tools.

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Future enhancements

• Rate usefulness of content - videos, Web sites,
  content pages
• Syllabus integration
• Pre-test push

WASC Western Association of Schools and
Colleges (4-year) ACCJC Accrediting Commission
for Community and Junior Colleges
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Assessment
Assessment!
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Assessment Challenges

• Meeting accrediting body (WASC, ACCJC),
  individual campus/system, ALA expectations
• Faculty Buy-In
• Data Analysis

WASC Western Association of Schools and
Colleges (4-year) ACCJC Accrediting Commission
for Community and Junior Colleges
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1. Accreditation Directives (WASC)

• Western Association of Schools and Colleges
  (WASC) Standard 2
• Baccalaureate programs engage students an
  integrated course of study of sufficient breadth
  and depth to prepare them for work, citizenship,
  and a fulfilling life. These programs also ensure
  the development of core learning abilities and
  competencies including, but not limited to,
  college-level written and oral communication
  college-level written and oral communication
  college-level quantitative skills information
  literacy and the habit of critical analysis of
  data and argument.
• WASC 2001 Accreditation Handbook, Standard 2
  (Achieving Educational Objectives Through Core
  Functions) Criteria for Review.

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1. Accreditation Directives - ACCJC

• Standard II. A. 3. (Instruction - General
  Education requirements)
• A.3.b. A capability to be a productive
  individual and life long learner skills include
  oral and written communication, information
  competency, computer literacy, scientific and
  quantitative reasoning, critical analysis/logical
  thinking, and the ability to acquire knowledge
  through a variety of means.
• Standard II.C.1.b.  (Library and Learning Support
  Services)
• The institution provides ongoing instruction for
  users of library and other learning support
  services so that students are able to develop
  skills in information competency.

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1. UH General Education Hallmarks
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1. ALA Information Literacy Standards

• Standards, Performance Indicators, Outcomes
  (SPIOs)
• Standard One The information literate student
  determines the nature and extent of the
  information needed. Performance Indicator 2
  The information literate student identifies a
  variety of types and formats of potential sources
  for information Outcome d Identifies the
  purpose and audience of potential resources
  (e.g., popular vs. scholarly, current vs.
  historical)

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2. Educational Testing Service (ETS) and
Information Literacy

• ETS investment in IL
• Information and Communication Technology (ICT)
  Literacy Assessment
• iSkills assessment

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2. Faculty Buy-in

• Librarian/Instructional Faculty Collaboration
• IL competency is an institutional requirement
• Collaboration facilitates total student
  learning
• Good evidence for tenure/promotion dossiers
• Program Promotion
• Online - Explain LILO fully to students and how
  to integrate it
• Print (e.g., club cards)
• Departmental, writing intensive, new faculty
  meetings
• Involvement in campus academic issues
• Drafting student learning outcomes for general
  education courses
• Service on the Faculty Senate/Congress

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2. Assessing IL Online

• One-stop source for Instructors
• Accreditation, UH System, ALA info
• How to integrate LILO into course
• How to get an IL report for students
• http//www.hawaii.edu/lilo/0908/lilo_for_instructo
  rs.php
• LILO Statistics module
• http//www.hawaii.edu/lilo/0908/lilostats_2008_200
  9.php

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3. Data Analysis

• Students journal research progress
• Faculty evaluate student responses to assess IL
  competency
• Librarians provide additional level of evaluation
  to faculty members
• Librarians and instructional faculty use response
  data to improve content and questions

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Evaluation Cycle
1. Accreditation, University And ALA Directives
2. LILO Content and Questions
3. Student Responses
5. Response Data to Facultyas a report
4. Score with Rubrics
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Question/Rubric/SPIO example

• http//www.hawaii.edu/lilo/
• http//www.hawaii.edu/lilo/0908/eval_web_purpose.p
  hp

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LILO software/hardware

• Software
• PHPMyAdmin 2.8.0.2
• MYSQL 4.1.20
• Dreamweaver 8
• Server provided by UH-ITS Web Hosting Service
• Training
• Little IT support
• Book learning

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Who scores data?

• Campus where a students project originates
• UH SLIS graduate students as service learning

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IL Reports show

• Evidence that the UH takes assessment seriously
• Evidence for accrediting and university
• Evidence of instructional/library faculty
  collaboration
• Evidence that librarians will continue to have a
  place in place in Instruction

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end
Thank You! mdhanson_at_hawaii.edu kroddy_at_hawaii.edu
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Q
Questions?