Queensborough Community College
DEPARTMENT: LIBRARY
Non-teaching Department
July 2013
2012-2013 ACADEMIC YEAR
MISSION
INSTRUCTIONS:
Your mission statement should be no more than 80 words in length.
The primary mission of the library is to support the mission of the college. The library’s mission
includes
~ promoting and supporting all efforts to insure that every student becomes information literate
~ providing an environment that supports collaborative learning
~ providing access to print, online and multimedia resources that support the curriculum and
faculty research
~ preserving materials related to the College's history
~ maintaining professional standards for an academic library in a highly respected public
institution
~ working collaboratively with other academic departments to achieve the goals of the College
A. DEPARTMENT CORE ACTIVITIES AND PERFORMANCE
Core Activities
Key Performance Indicators
Indicators to Be
Assessed
Briefly list the major
activities conducted or
performed to support the
mission of the
department.
Briefly list the corresponding Key Performance
Indicators (KPIs) that measure the effectiveness of
the department’s activity. Key performance
indicators are not outcomes—for example, a KPI
might be “volume of service,” whereas an outcome
might be “increase volume of service by 5 percent”).
1. Number of classes and number of students served 2. Infiltration of programs involving new technologies (e.g. Swig, Elearning) 3. Evidence of student learning in classes using information literacy instruction 4. Use of technology in teaching 5. Evaluation of teaching in information literacy sessions 6. Acceptance of Interdisciplinary Information Literacy course in Pathways Yes or no. Indicators
to be assessed should
come from the
previous year’s
report, part F,
column 4.
Assessment – yes Assessment – not yet Assessment – yes Assessment‐yes Not yet implemented Course not accepted by university review committee Assessment – yes Assessment – not yet. Project initiated Assessment‐yes Information literacy instruction Professional reference service Online reference service 1. Number of reference questions 2. Consistent excellent quality of reference service Availability of online reference service Queensborough Community College
Non-teaching Department
July 2013
Online instructional support Environment that supports individual and collaborative study Availability of generic and customized online tutorials Assessment – not yet Gate counts Assessment ‐ yes Access to print resources that support the curriculum Access to online resources that support the curriculum Collaborative work with other departments to support the activities and goals of the college Circulation statistics Assessment ‐ yes Usage statistics Assessment ‐yes Various indicators* Assessment ‐ yes *A booklet, “Enhancing Classroom Practice and College Service” was created by
Academic Affairs. Library faculty members are involved in all but one of the
activities described, as follows:
New Faculty Institute
Prof. Jean Amaral was not only a participant; she was also a presenter. Actually
the Chief Librarian asked to be included (as was the Executive Director of ACC),
but was told that time was limited and the only time available was for Prof. Amaral
to be part of the CETL presentation. Prof. Amaral’s presentation received the
highest ratings of all parts of the Institute.
Although some new faculty might check the library homepage on their own and
might be aware of CUNYwide library privileges, interlibrary loan and library
instruction sessions for their classes, I am not sure that everyone knows about
services such as MARLI (borrowing privileges from NYU, Columbia and NYPL).
They may not appreciate the importance of our outreach efforts; we can serve
students better if we have a “heads-up” on assignments that may send thirty to sixty
students looking for the same reference book, or , perhaps, something we do not
even have!
Assessment Institute
Three library faculty members participated in the Assessment Institute (without the
compensation given to other faculty members). They decided that we have uneven
quality in some library services and they hope to create ongoing assessment of
Queensborough Community College
Non-teaching Department
July 2013
various library services. Their first project is an assessment of the quality of
reference service. They are interested in finding out if patrons are receive courteous
and attentive service and if they learn to find and use information effectively and
ethically when they come to the reference desk.
eLearning Institute
Library faculty members have been asked to present at the eLearning Institute from
its inception. This assignment is now part of Prof. Amaral’s responsibilities. She
has asked to become a participant in the whole institute so that she can establish
relationships with the participants and be more aware of what they will need from
the library. In the beginning eLearning faculty did not seem very interested in
using the library, but more recently we have had requests for online learning
materials to be used to teach students in pnet and fnet classes how to use the library
(even if they do not come to our building!)
Writing Intensive Courses
Two current library faculty members and one who has left completed WI training.
One more is enrolled this semester. Our proposed Pathways course would have
been Writing Intensive. Library faculty members have taken WI training because
we knew that if we ever offered a credit bearing course we would want it to be
writing intensive.
In addition, some proponents of Writing Intensive courses in other CUNY schools
and elsewhere believe that Writing Intensive courses should include using sources in
writing. Some faculty members feel that students should be required to go beyond
personal reactions to prompts and assigned readings in writing intensive courses.
Students need to know how to find information, use it effectively and avoid
plagiarism. Library faculty members in writing intensive training are interested in
promoting the use of sources (with the skills involved in finding, evaluating and
using sources) in writing intensive courses.
Academic Service Learning
For several years Prof. Susan Sciammarella has been a resource person for the
faculty and staff who work on service learning. She attends meetings and offers
suggestions regarding the inclusion of academic components in service learning
projects. Several faculty members who use service learning in their courses request
library instruction as part of the academic component. Suzy has been “embedded”
as the librarian for those classes.
Prof. Jean Amaral has been asked to be the library liaison for high impact practices
and she will be collaborating with Prof. Amy Traver in a class that will be doing a
service learning activity.
Learning Communities
Some faculty members involved in learning communities request library instruction,
but library faculty members have not become as involved as we might want to be.
We need to establish contacts and find out if we could offer more to those who use
Queensborough Community College
Non-teaching Department
July 2013
this strategy. We would propose an embedded librarian to work with both faculty
members and the students in learning about the theme and interdisciplinary
linkages. Learning communities at Kingsborough had a librarian working with
both faculty members.
Collaborative Assignments and Projects
When the initiatives that led to the SWIG project were initiated at QCC the Chief
Librarian (at that time) declined the invitation by members of the English
department to have library faculty members participate. I see that decision as
regrettable. Several years later faculty from the English department again
approached the library and requested involvement by library faculty members.
Several library faculty members (Prof. Kim Bugg, Bill Blick, Neera Mohess and
Jean Amaral) have worked with the SWIG project. This year Prof. Amaral is
working on the SWIG Institute and will present at it.
Common Intellectual Experience
The Common Read grew out of the college’s receipt of a NEH funded Big Read
grant. The Chief Librarian was one of the leaders in that grant and library faculty
members participated by offering classes and leading book discussions at
Queensborough Public Library, one of our partners in the grant. Every year the
Library is involved in the Common Read. Prof. Sandra Marcus creates a LibGuide
(http://qcc.libguides.com/cat.php?cid=49643) to facilitate the identification of
interdisciplinary academic resources to support the project. These libguides have
been very appreciated. Instructors sometimes ask for library instruction to support
the assignments they are giving in connection with the Common Read. This year
library faculty members taught classes for the English department and the Nursing
department to support their participation in the Common Read. We also worked
with visiting high school students.
Prof. Marcus also created a library exhibit to support the Common Read. Our
classes used Clickers and we were pleased with the outcomes.
We look forward to continued involvement.
Scholarship of Teaching and Learning (CETL)
Prof. Jean Amaral participated and taught in this year’s program. We look
forward to continued involvement. Some faculty members may need assistance in
identifying journals for the articles they produce as a result of their involvement in
SOTL. They know the journals of their discipline, but may benefit from our
assistance in finding SOTL and community college pedagogy journals.
Faculty Mentoring Program
It has been a long standing tradition in the library to assign mentors to new faculty
members and we are happy to see that the college has adopted this practice for
everyone.
Teaching with Technology: Academic Computing Center
Queensborough Community College
Non-teaching Department
July 2013
Library faculty members have long been interested in using technology. All of our
library instruction is taught in a smart classroom and faculty members enjoy using
the podium. Some library faculty members use Clickers. Library faculty members
use Camtasia and other software to create online tutorials.
As more library resources offer mobile apps, library faculty members have become
interested in using them and teaching students and faculty members how to do so.
We offered a few workshops this semester and will continue. We have also
requested ipads for the library to be used in our classes. Our classes use Clickers
and we are pleased with the outcomes.
We hope to collaborate or offer workshops that add to those offered by ACC.
Grants
Several library faculty members have been recipients of PSC-CUNY Grants. One
faculty member (Prof. Sandra Marcus) has received grants from the American
Library Association and NEH.
Adjunct Orientation
The Chief Librarian asked to be on the program for adjunct orientation, but was
told that the agenda was already full. We sent informational sheets.
Adjuncts are sometimes not aware of how to schedule library instruction (a few
have simply walked in with their classes and were surprised that we could not
accommodate them). They may not be familiar with the resources we have, their
access to other CUNY libraries and Interlibrary loan. Like other new faculty,
adjuncts may also give assignments for which we have limited resources. Students
could complete those assignments more successfully if we had advance notice and
could prepare. Our Faculty Outreach librarian has attempted to contact new
faculty members, including adjuncts and we would appreciate assistance in getting
contact information for our new adjuncts.
Freshman Academy Faculty Cohorts
At the start of the freshman academies the Library suggested that each academy
have one or more librarian embedded and that academy faculty and staff
recommend that students use the library and the services of “their own librarian.”
So far the Health Sciences Academy sometimes invites Prof. Connie Williams (a
certified medical librarian) to speak at student orientation. Unfortunately, the other
academies have not yet taken advantage of library services, but we will try to use
more creative ways to become involved with them.
Library faculty members are very interested in becoming more involved in the
creative teaching and learning practices available at QCC. As you can see, we are
involved in every initiative mentioned in the booklet except ePortfolio.
Queensborough Community College
B.
Non-teaching Department
July 2013
DEPARTMENT-SPONSORED ACTIVITIES, 2012-2013
INSTRUCTIONS:
For each activity, please indicate
1. the type and topic of activity and name of organizer/presenter if applicable
2. whether department members organized the activities or gave presentations
or both
3. the date (select from the calendar drop-down; if you do not know the exact
date, use the first day of the month when it occurred)
4. the number attending the event
Type of Activity and Topic
Organized, Presented,
or Both
Date
Information Literacy Session as part of
academic skills for the basketball team
Presented
9/19/12
Number
Attending
20
Assessment of Information Literacy
Organized
9/24/12
20
Participation in Common Read (service on
planning committee, creation of LibGuide,
library exhibit, library sessions for
participating classes)
Presented
9/12-5/13
Ereserve workshop (Cetl)
Presented
10/9/12
and
2/14/13
Various special workshops, e.g. an open
workshop on APA citation for students and
faculty
Organized and presented
Opening of the Padavan Archives and
Exhibit
Organized and presented
NEH Bridging Cultures Bookshelf Muslim
Journeys
1. ALA Webinar to promote the
program
2. Grant Recipient
3. Friends of the Library Program
8
40
Presenter
Sept.
2012
Organized and presented (in
collaboration with Prof. Kiki
Byas and Craig Weber and
the Muslim Students
March 3,
2013
Queensborough Community College
Non-teaching Department
Faculty and Staff Research Workshop
Association
Organized in collaboration
with the Muslim Students
Association
Organized and presented
Author Rights in the Era of Open Access
Organized and presented
Rubin Museum collaboration, exhibit and
program
Worked on organization of
program. Exhibit in library,
but program cancelled by
Academic Affairs due to
Hurricane
Organized
4.
Program “Memorizing the Qu’ran”
Finding MMA Object Information (program
on using Metropolitan Museum of Art
resources, in the museum and online, in
teaching)
July 2013
May 1,
2013
Nov. 14,
2012
Oct. 24,
2012
Fall 2012
8
April 17,
2013
25
14
Partner in Queensborough
Public Library’s Big Read
grant
Organized and presented
Spring
2013
Organized and presented in
collaboration with the
Writing Center
Organized
Various
dates, both
semesters
March 12,
2013
100
Workshops on Mobile Apps for the library
Organized and presented
25
Spring Faculty Meeting on Tenure and
Promotion
New Faculty Institute
Presented
March 22
and April
10, 2013
March 13,
2013
Big Read – Favorite Book
Jazz Appreciation and National Poetry
Month – online discussion
Term paper walk-in workshops
ACRL Live e-Learning Webcast –QCC
faculty and librarians from other area
academic libraries
Presented
April
2013
Jan. 2013
22
Queensborough Community College
Non-teaching Department
July 2013
C. INDIVIDUAL ACTIVITIES/ACHIEVEMENTS OF DEPARTMENT’S
ADMINISTRATIVE STAFF, 2012-2013
INSTRUCTIONS:
For each administrative staff member with achievements to report:
1.
2.
3.
4.
enter name
select the type of achievement from the menu
enter the citation as it would appear in a publication or formal report
indicate the semester when the achievement was completed
Name
Achievement type (from
menu)
Citation
Semester
MENU
Book - authored
Book – edited
Newspaper/Magazine Article
Journal Article, other
Journal Article, peer-reviewed
Book, Chapter
Conference Presentation, other
Conference Presentation - published as proceedings
Book, introduction, preface, etc.
Lecture (Invited)
Art Exhibit Curated
Art Exhibited (juried show)
Service to department, College, University,
community, and/or professional society
Web Site Development
Other (scholarly or creative achievements
comparable to previous categories)
Direction/Choreography/Dramaturgy/Design (dance, theater,
film)
Performance (music, dance, theater)
Music Composition Published/Performed
Play Produced/Performed
Review/Commentary (including Blogging)
Awards
Patent
Materials Development
Grants awarded (title, awarding agency, amount and period
of award)
Curriculum or laboratory development, workshop conducted
Works submitted/accepted/in press or in progress; works
reprinted/republished
Service as a reviewer/editor/consultant
Conference, workshop, training attended
Other (please explain)
Queensborough Community College
Non-teaching Department
July 2013
D. DEPARTMENT CHANGES, 2012-2013
INSTRUCTIONS:
Choose the type of change from the menu below and fill in the other columns.
Type (from menu)
Personnel
Personnel
Service
Personnel
Personnel
Personnel
Personnel
Description of
Change
Rosita Salvidar
(COA)
transferred to
Eng. Dept.
Elizabeth
Devlin (COA)
hired
Classes in
using mobile
apps for the
library
Jean Amaral
hired as Asst.
Prof.,
Emerging
Technologies
Mi-Seon
(Christine)
Kim hired as
Substitute
Lecturer
(Science
Librarian)
William Blick
hired as
Substitute
Asst. Prof
(Electronic
Resources)
Debra
Calabrese,
COA, on
medical leave
Reason for
Change
Personal
choice
Date/Semester
Spring 2013
Replacement
Spring 2013
for Rosita
Salvidar
Awareness that Spring 2013
new
technology
would be
desired by
students and
faculty
Replaced Kim Fall 2012
Bugg who
resigned
Evaluation of
Change*
Neutral
Ms. Devlin has
made a good start
in the department
Classes well
received and will
continue
Library work
involving
technology is more
organized and
moving forward
Ms. Kim is making
valued
contributions to the
work of the
department
New line
Fall 2012
Replacement
for Sara
Rofofsky
Marcus
Fall 2012
Electronic
resources, an
important part of
the library, are well
managed
Medical leave
Fall and Spring
Staffing shortages
cause problems in
rendering effective
service
Queensborough Community College
Facilities/space
Facilities / space
Facilities/space
Non-teaching Department
July 2013
Creation of
separate lines in
reserve area for
book borrowing,
laptops,
scanners and
returns
Space created
and media
services
technicians
moved to main
part of the
library
Staff interested
in shorter wait
times
Fall 2012
Traffic flow in reserve
area is better
Hope that
integration of
library/media
technicians
would be
beneficial
Fall 2012
Recording of
scheduling
information for
LB rooms and
for L302 in R25
College initiative
to use space as
effectively as
possible
Fall 2012
Mixed results
1.Library technicians
helpful in improving
scheduling of media
services activities
2.Some complaints
from faculty members
that media services
staff were no longer
in library basement
3. Realization that
activities of media
services and ACC
overlap
4. Realization that
media services is a
technology service.
Media librarians were
once needed, but
now all librarians
select and use
materials in all
formats
Data entry is very
time-consuming.
R25 is not useful for
L302 because the
room is used almost
exclusively by the
library. The data
needed for library
reporting on
instruction is not
collected in R25.
Another system is still
in use.
The responsibilities of
media services
include providing
service for events
that they do not
schedule, in space
other than the LB
rooms. Another
system is used to
schedule media
services staff and
equipment.
Queensborough Community College
Non-teaching Department
July 2013
Equipment
New
photocopiers
and printers to
implement
Pharos system
Improvement of
photocopiers
and control of
printing by
students
Fall 2012
1.Greatly improved
photocopying
2. Color printing and
copying now
available
3. Students did not
learn card-swipe
system as easily as
we thought they
would
4. Backup
arrangements if
Pharos goes down
when IT dept. is not
available not
complete (library
hours longer than IT
hours)
Project
Implementation
of new ID card
with funds
capability
Students can
use ID card for a
variety of
services (food,
parking,
photocopying)
Fall 2012
Space
Transfer of
books removed
from main
stacks to
storage area
Renovations a
few years ago
included the
removal of less
used books to
storage
Fall 2012
1. Pharos print and
photocopy system
made possible
. 2. ID cards initially
issued with 13 (rather
than 14, as
requested) digit
barcode; Assistance
needed from Office of
Library Services to
enable students with
these cards to gain
remote access to
databases
. 3.System for
changing large bills
for Fill Machines still
not established
. Transfer had been
delayed because
B&G had taken over
storage area. B&G
equipment made the
area inaccessible.
Area is very dusty
*Please note that, if change has been too recent to evaluate, you may indicate NA.
MENU
Type of change
Personnel or organizational change
Service, program, or project change
Description
New personnel, retirees, resignations, organizational changes, addition of
departmental responsibilities, CCAS (13.3b), reclassification, merit increase,
etc.
Changes to the number, volume, or type of services, programs, or projects
Queensborough Community College
Facilities/space
Non-teaching Department
July 2013
Renovations or development of new facilities (i.e., computer laboratories or
relocation)
Acquisition of new or disposition of old equipment
Other changes affecting the department not included above and including
interactions with other departments
Equipment
Other
E. ASSESSMENT AND EVALUATION, 2012-2013
INSTRUCTIONS:
Please fill in the table below according to the assessment you conducted this academic year.
In the column, “recommended action plan,” please indicate the reasons for the
recommended action(s) and any recommended modifications to target outcome(s).
Key Performance
Indicator*
Target outcome(s)
for Key Performance
Indicator**
Actual
outcome(s)
Recommended
action plan
Documenting
value of
library in student
success
Obtain data on at least
2 measures of
library services and
their impact on
student success
Not complete;
some
assessment of
information
literacy done***
1.Study of data on
students who had
information
literacy instruction
to be done
Summer 2014;
data collected in
coming academic
year
Continuing
Collection
development
Acquisition of data to
assist in decisions
regarding workability
of "just in time" model
instead of "just in
case"
Not complete.
“Just in time”
not workable
with CUNY
eprocurement
system
Explore other
ways of assessing
effectiveness of
collection
development
Modified
Collection
development
Successful use of
centrally supplied
textbook funds
Continue to
monitor circulation
Continuing
Chat reference
10% increase
Small increase
(approx. 4.5%)
in circulation of
reserve books
and circulating
books; math
and science
books most
heavily
circulated from
reserve
collection
Slight increase
Reconsidering
hours for chat
reference. Intend
Continuing
Recommended
status of Core
Activity and KPI
(see menu)
Queensborough Community College
Use of academic
resources by
students
10% increase
Non-teaching Department
Slight increase
to make service
available in the
evening
1. Embedded
librarians (library
faculty members
attached to
particular courses)
should be helpful
in encouraging the
use of academic
resources.
2. Thorough
review and
overhaul of
LibGuides should
make them more
useful to librarians
July 2013
Continuing
Notes:
*The items in this column correspond to “indicators to be assessed” in part A, column 3.
**To be more effective and meaningful, assessment efforts should focus on selected KPIs each academic year; over time, assessments should be
rotated through all the department’s KPIs.
MENU
Completed
Continuing
Modified
Discontinued
Core activity has been completed
Core activity and KPI will continue as before
Core activity and KPI have been modified
Core activity and KPI have been discontinued
***Assessment of Information Literacy Instruction
We usually do some assessment of Information Literacy Instruction, using
pre-tests and post-tests for a few classes. This year we also used a control
group, classes of students in the same course who did not receive information
literacy instruction. Documents follow:
Queensborough Community College
Non-teaching Department
July 2013
Information Literacy/Library Skills Assessment for
Speech Communication and Theatre Arts Department Classes
Fall 2012
Purpose:
The purpose of this assessment is to determine the basic knowledge of library information and research skills
learned in these classes by the students. Also, to see how the student has applied this information, at a future date,
and how much of this information has been retained.
Student instruction will emphasize the finding of reliable sources from the QCC online databases, and the Internet
(Internet evaluation on selecting sources) for their speeches.
Students participating in one session will be introduced to four online databases (Academic Search Complete
(EBSCO), LexisNexis Academic, Opposing Viewpoints, and Virtual Reference Library (Gale). The content of the
class will be the same information provided to the students participating in two sessions. Hands-on time will be
provided.
For those students who will participate in two Library sessions, three online databases will be demonstrated during
the first session. The content of the second class will be to provide a quick review of the previous class. Also,
students will be shown the use of a fourth database (Opposing Viewpoints) during this session. Hands-on time will
be provided.
Participants:
Twelve Speech Communication (SP 211) classes
Library information literacy classes will be approximately one hour and 50 minutes to two hours in length with
hands-on time provided to the students.
-2Four classes are scheduled for two sessions
Four classes are scheduled for one session each
Four classes are a control group with no Library sessions scheduled
Library classes will be taught by Ms. Neera Mohess and Prof. Suzy Sciammarella,
members of the Library Faculty.
Student participation in the Library assessment is optional. Student names are not
a requirement on the Library skills assessment form, and are not connected with any
Queensborough Community College
Non-teaching Department
grade assessment determined by the classroom teaching faculty. Assessment results
will be shared with all participating Speech Communication and Theatre Arts Department Faculty.
Students taking two library sessions will be given an assessment two weeks
after the second session.
Students in classes with one session will be given an assessment two weeks
after the initial session.
Students who do not participate in a Library class will receive an assessment
between the eighth and ninth week of the semester.
Procedures: Students will be instructed in the following areas:
Content of Library Information Literacy Class
1.
General Overview of Library Services
Circulation Desk – Benefits of activating CUNY ID Card
Check-out for circulating book
CLICS – Intra-Library Loan Service
ILIAD – Inter-Library Loan Service
Reference Desk Services – Librarian’s role and services provided to the students
Reference Area – Explanation of the purposes and usage of reference books
Stacks – Circulating Books
2. Online Homepage of the QCC Library
Library url and remote access
Location of CUNY+PLUS
Location of E-Journals and Databases
Subject Guides
-3-
3. Online Database Searching
Explain E-journals and databases
Review remote access
Types of sources available in a database
Overview of databases for Speech Communication Classes
Boolean searching
Citation information
Selection of articles
Abstracts
Magazines versus journals
PDF versus HTML
Printing directions
Databases to be used:
July 2013
Queensborough Community College
Non-teaching Department
July 2013
Academic Search Complete (EBSCO)
LexisNexis Academic
Opposing Viewpoints
Virtual Reference Library (Gale)
4. CUNY+PLUS Online Catalog for Books
Search type: All fields (Boolean searching), Author and Title
Explain search results (holdings, location, call number, item status)
5.
Internet Evaluation
6. Plagiarism
7. Student Hand-outs:
Copy of homepage of the Library
List of databases demonstrated during the instruction
The Library Modern Language Citation Style Handbook (MLA)
Internet Evaluation Sheet
-4The following goals and objectives will be incorporated into the Library Information Literacy
class.
INFORMATION LITERACY GOALS
The Library Information Literacy Advisory Council proposes a set of information literacy
learning goals and objectives for CUNY students to achieve by the time they have completed 60
credits. The purpose is to ensure that our efforts at information literacy fully articulate within
CUNY. These learning objectives have been approved and endorsed by the CUNY University
Librarian and the CUNY Council of Chief Librarians, who agree to work with campus leaders,
faculty and administrators to ensure that the learning objectives are met.
Learning Goals Summary
The Learning Goals for every CUNY student with 60 credits includes:
1. How information in various formats is organized and how to locate it;
2. How to define and refine a topic and how to search for information related to
that topic;
3. How to evaluate information and its sources;
Queensborough Community College
Non-teaching Department
July 2013
4. How to use information responsibly.
Learning Objectives Detail
The specific objectives/outcomes relating to each of these broad learning goals are described
below.
1. How information in various formats is organized and how to locate it.
a. Students will be able select and search the appropriate database or information source based on
their specific information need.
b. Students will use their understanding of where and how information originates
( i.e., information sources -- government, news media, social networking sources, and the
scholarly communication cycle) during the research process to guide their selection of relevant
and appropriate sources.
-5c. Students will find and navigate appropriate resources in print and online. (Including the free
Web, online library catalogs and subscription databases)
d. Students will differentiate between scholarly, popular and trade publications and use the
various types of literature appropriately.
2. How to define and refine a topic and how to search for information related to that topic.
a. Students will translate research questions into search statements by identifying key vocabulary
terms, concepts and synonyms.
b. Students will determine whether a research topic is too broad or too narrow, given the
guidelines for the assignment, and be proactive searchers by responding to results and revising or
refining their searches.
c. Students will formulate effective search statements using tools such as keywords, subject
headings and Boolean operators.
3. How to evaluate information and its sources.
a. Students will distinguish between types of information sources and demonstrate through their
choices that not all information sources are appropriate for all purposes.
b. Students will apply basic evaluation criteria to Web sites and demonstrate an understanding of
why information found on Web sites needs careful evaluation.
Queensborough Community College
Non-teaching Department
July 2013
c. Students will critically evaluate information for usefulness, objectivity and bias, currency and
authority and demonstrate the benefits of examining diverse opinions and points-of-view.
4. How to use information responsibly.
a. Students will demonstrate their understanding of ethical, legal and social issues surrounding
plagiarism, copyright and intellectual property and apply principles of academic integrity in their
use of information.
b. Students will identify the elements that go into a citation and create a correct citation using an
online or print style manual for guidance.
c. Students will quote, paraphrase and attribute ideas correctly.
Kurt R. Schmeller Library
Queensborough Community College of the
City University of New York
Assessment: Fall 2012
Dear Student: Your participation in this Library assessment is optional. Please do
not place your name on this evaluation.
1.
Name a QCC online database, or databases, you are using for your research.
_____________________________________________________
_____________________________________________________
2. Why is it necessary for a researcher to document their sources when giving a speech or
writing a research paper (such as writing a Works Cited page)?
_______________________________________________________
_______________________________________________________
3. When selecting an Internet site for your research an important factor in determining if the
site is providing you with the best information available would be (select and circle only
one of the responses listed below)
A. the reliability of the person providing the information
B. the length of the article or information provided
C. the amount of reference links the article provides
D. the copyright mark on the bottom of the page
Queensborough Community College
4.
Non-teaching Department
A basic boolean search means (select and circle only one of the responses
below)
A. selecting key research words and linking them with the word and
when doing online database searching
B. using the Internet (Google, Yahoo,) for research
C. selecting the first three results from an Internet search for sources
D. providing an abstract (a summary) of the article
E. you type your research request in the search box in the form of a question
Kurt R. Schmeller Library
Queensborough Community College of the
City University of New York
Test Item
Answers
Scoring Rubric for Fill-In the Blank Responses
1. Name a QCC online database, or
databases, you are using for your research
Acceptable answer: any database(s), on the
QCC Library Homepage
2. Why is it necessary for a researcher to
document their sources when giving a speech
or writing a research paper (such as writing a
Works Cited page)?
Acceptable answer: any explanation
using the word plagiarism, academic
theft, borrowing without credit,
necessary to give credit to an
author, falsification, stealing ideas,
etc.
Scoring Rubric for Multiple Choice Responses
3. When selecting an Internet site for your
research and important factor in determining
if the site is providing you with the best
information available would be
Acceptable answer: A. the reliability of the person
providing the information
4.A basic boolean search means
Acceptable answer: A. selecting key research words
and linking them with the word and when doing
online database searching
July 2013
listed
Queensborough Community College
Non-teaching Department
July 2013
Results and Analysis of the Information Literacy/Library Skills Assessment for
Speech Communication and Theatre Arts Department Classes
Fall 2012
Participants: 170 Students
Student participation in the assessment was optional.
Twelve Speech Communication (SP 211) Classes
4 classes participated in two Library Sessions / 56 students
4 classes participated in one Library Session / 62 students
4 classes were the control group with no Library Sessions/ 52 students
________________________________________________________________________
Time Frame for the Assessment
Students participating in two sessions were given an assessment approximately two weeks after the second session
which was about a month apart from the first session
Students having one session were given an assessment approximately two weeks after
the initial session.
The Control Group received an assessment towards the end of the semester.
Results:
Students participating in two Library Sessions:

Had a much higher correct response rate to Question 1 regarding knowledge of the online databases at QCC 
Had a much higher correct response rate when asked Question 3 regarding the criteria for selecting Internet sites ‐2‐ Results continued:
Queensborough Community College
Non-teaching Department
July 2013
Students participating in two Library Sessions:

Regarding the topic of plagiarism in Question 2 and Question 4 on boolean searching the students attending one session scored higher than the students with two sessions Control Group (no Library Sessions)

The Control Group in the areas of knowledge of online databases (Questions 1) and the concept of plagiarism (Question 2) had a positive response rate of over 55% Analysis:

Since all groups did not contain the same number of student participants, the results overall must be viewed as an analysis within the group itself. Certain comparisons can be drawn between the groups. 
Library Information Literacy classes are beneficial to all students conducting academic research. 
The two session classes did the best overall (except for Question 3), and would seem to indicate that two session classes are the most ideal of the three conditions. Reasons for this include more time to flesh out information literacy concepts and the ability to review concepts from a previous class. Efforts should be made to promote two session classes with faculty for this reason. 
In the same vein, with the exception of Question 3, those with one information literacy class did better than those who had not taken one. Efforts should be made to encourage all faculty to schedule a Library instruction class. 
A good percentage of students answered questions correctly. This is especially notable since these questions are not necessarily intuitive (name a database; describe a Boolean search). ‐3‐ Queensborough Community College
Non-teaching Department
July 2013

Sixty‐two % of the control group students could identify a QCC online database they were using for research. But, only 35% (Question 4) selected the correct answer on using a boolean search in an online database. This would indicate that while students may be using the databases, they may not be using appropriate boolean search techniques to obtain the best results. 
The students participating in One Session and Two Sessions scored well on Questions 1, 2, and 4. 
Question 3 regarding Internet Evaluation scored the lowest for Session One students. This would indicate students need more practice in learning how to select appropriate Internet sources using the criteria presented (attachment) during the Library class. This skill set would need additional reinforcement. 
Part of the assessment was to determine what information literacy skills the students retained from the class after a period of time passed. The students who participated in the assessment did well in the evaluation and retained a fair amount of information to respond correctly to the questions. Limitations on interpreting the data:

It is unclear how many students (especially in the control condition) had prior knowledge of library resources and search tools through reference desk visits, prior information literacy classes, or instruction by their professors. -4-
Queensborough Community College
Non-teaching Department
July 2013
Kurt R. Schmeller Library
Queensborough Community College of the
City University of New York
Library Assessment Results of SP 211 Classes / Fall 2012
170 Students Participated in the Assessment
Two Sessions 56 Students / One Session 62 Students/ Control Group 52 Students
1. Name a QCC online database, or databases, you are using for your research. The following results showed how many students could identify one or more QCC online databases they used for their research. Two Library Sessions/ One Library Session/ Control Group (No Library Sessions)
91%
74%
62%
2. Why is it necessary for a researcher to document their sources when giving a speech or writing a research paper (such as writing a Works Cited page)? The following indicates how many students were able to correctly explain the concept of plagiarism. Two Library Sessions/ One Library Session/ Control Group (No Library Sessions)
63% 79% 58% 3. When selecting an Internet site for your research an important factor in determining if the site is providing you with the best information available would be (select and circle only one of the responses listed below) The following are the correct responses / Correct Answer: A
Two Library Sessions/ One Library Session/ Control Group (No Library Sessions)
61%
45%
46%
A. the reliability of the person providing the information B. the length of the article or information provided C. the amount of reference links the article provide D. the copyright mark on the bottom of the page Queensborough Community College
Non-teaching Department
July 2013
‐5‐ 4. A basic boolean search means (select and circle only one of the responses listed below) The following are the correct responses / Correct Answer: A
Two Library Sessions/ One Library Session/ Control Group (No Library Sessions)
64%
68%
35%
A. selecting key research words and linking them with the word and
when doing online database searching B. using the Internet (Google, Yahoo,) for research
C. selecting the first three results from an Internet search for sources D. providing an abstract (a summary) of the article E. you type your research request in the search box in the form of a question Speech Department Faculty Participants: Dr. Celia Braxton
Prof. Diane Carey
Prof. Andrea Kreinik
Prof. Sherry Rada
Prof. Rosanne Vogel
Control Group Anonymous
Library Assessment conducted by: Ms. Neera Mohess
Prof. Suzy Sciammarella
January 2013
Queensborough Community College
Non-teaching Department
July 2013
F. ASSESSMENT PLAN FOR NEW YEAR, 2013-2014
Core Activity
(New Year)
Key Performance
Indicator
(New Year)
Target
Outcome(s)*
Plan for Achieving
Target Outcome
Divisional
Head
Approval
(Date)
1. Increased use of
academic resources
2. Increase in
information literacy
measures
Effective
reference
service
Consistent quality of
reference service
Effective service
at the circulation
desk
implementation of
new ID activation
procedures
Successful
activation of 80% of
students without
long lines
Providing an
atmosphere that
is conducive to
individual and
group study
Implementation of
improved use of
space as suggested
in budget request
(new
circulation/reserve
desk, moving
reference stacks and
student seating,
measures to block
noise of students
using the main
staircase,
consideration of
weeding to secure
more space for
student seating,
consideration of
enclosure for the
balcony)
Required IL
Implementation of at
least one space
improvement
initiative
Assessment initiated
by team who
attended
assessment institute
Procedures being
established for
activating ID cards
prior to distributing
them
Recommendations
and rationale
included in budget
request
IL sessions for at
Collaboration with
Information
1.5-10% increase in
database usage
2. Students in
courses with an
embedded librarian
will score better on
post tests of
information literacy
than those who
attend one or no
information literacy
sessions
Action plan following
assessment of
reference service
Embedded
librarians will be
available to students
when they are
gathering
information for
assignments
Embedded
librarians in
courses and
initiatives
Queensborough Community College
Non-teaching Department
literacy
component in EN101
least 75% of EN101
sections
Information
literacy
Acceptance of new
INTE course by
Pathways review
committee
Acceptance of new
INTE course by
Pathways review
committee
Information
literacy and
access to
academic
resources
Improvement of
Library Website and
LibGuides (subject
guides)
Participation in
the mission of
the college by
supporting
students’
awareness of
the services
offered by the
library
Participation in
Freshmen First and
ST100 by creating
multimedia content
for those programs
1. Creation of new
libguides for specific
courses
2.Updates of
libguides at least
twice a year
Evidence of
collaboration
between Library and
Freshmen First and
ST100
July 2013
English dept.
regarding their
revisions to EN101
Revisions of INTE
course considering
the NYCTC course
that is included in
Pathways
Summer project to
standardize and
update LibGuides
Usability testing of
libguides
Replacement of
outdated and
misleading content
(e.g. citations from
Wikipedia,
references to
outdated tools) in
ST100 handbook
*Targets indicated here will direct assessment efforts for the following year – see part A, column 3.
Before submitting your year-end report to the Assessment Office, please
submit it to your divisional head for review and approval. The finished
version submitted to the Assessment Office will be posted as a pdf document
on the college’s Assessment Web site.