Dale Vidmar
Information Literacy and Instruction Coordinator/
Education, Communication, Health, Phys. Ed. & Leadership Librarian
Southern Oregon University Library
http://www.sou.edu/library/dale
vidmar@sou.edu
http://webpages.sou.edu/~vidmar/infolitsurvey/vidmar.ppt
Instructional Institute
Southern Oregon University
Ashland, Oregon
September 21, 2010
The ability to access and use information
resources effectively and ethically
1. Determine the nature and extent of
information needed.
2. Access information effectively and
efficiently.
3. Evaluate information and resources.
4. Integrate information ethically and legally.
• Two-part value added instrument
• 20 multiple choice questions
• Created in Blackboard
• Pre-test implemented during the first
two or three weeks of Fall Term
• Post-test implemented during the last
three weeks of Spring Term
• Provides an impression of student
learning
Impression of Student Learning
Impression of Student Learning
Impression of Student Learning
• Phase I – implemented in multiple levels
• University Seminar
• 300-level research and writing courses
in specific disciplines
• Graduate students
• University Seminar faculty
• Librarians
• Phase II – Implemented pre-test between
week 2 and week 5 Fall Term 2007 to
484 University Seminar students
• Post-test implemented between week 9
and week 11 Spring Term 2008
• Only 97 students completed the post-test
because it was difficult to implement
so late in the term.
• Current Phase – Pre-test implemented as
early as possible during Fall Term
and between week 6 to week 10
Spring term
• Surveying about 25% to 30% of firstyear University Seminar students
• Results indicate overall improvement by
nearly all students who complete
both the pre-test and post-test
Information Literacy Survey 2007-2010
12
9.59
9.84
9.36
10
11.76
11.26
11.32
8
6
4
2
0
Pre-test
484
attempts
Post-test
97
attempts
2007-08
Pre-test
263
attempts
Post-test
159
attempts
2008-09
Pre-test
205
attempts
Post-test
71
attempts
2009-10
• One more assessment that USem faculty
and students have to do
• Not an exact science—provides an
impression of student learning
• Changes in the tools and methods for
research
• Fixing failed attempts
• Getting to the survey—particularly the
post-test
• Simple instrument—takes students less
than 20 minutes to complete
• Administered and graded within
Blackboard
• Direct measurement of student learning
• Potentially large data set
• Inexpensive
• Broaden participation of first-year
University Seminar students
• Share the instrument with other
institutions in the state and beyond
• Through increased participation, work
the data to show the difference
between students who have taken
both the pre-test and the post-test
Eckman, C. (2003). Midlands Technical College:
Information Literacy Assessment Project. In E. F.
Avery (Ed.) Assessing Student Learning Outcomes
for Information Literacy Instruction in Academic
Institutions. Chicago: Association of College and
Research Libraries.
Hufford, J. (2010). What Are They Learning? Pre- and
Post-Assessment Surveys for LIBR 1100,
Introduction to Library Research. College &
Research Libraries, 71(2), 139-158.
Noe, N., & Bishop, B. (2005). Assessing Auburn
University Library's Tiger Information Literacy
Tutorial (TILT). Reference Services Review, 33(2),
173-187.
Ondrusek, A., Dent, V. F., Bonadie-Joseph, I., & Williams, C.
(2005). A longitudinal study of the development
and evaluation of an information literacy test.
Reference Services Review, 33(4), 388-417.
Dale Vidmar
Information Literacy and Instruction Coordinator/
Education, Communication, Health, Phys. Ed. & Leadership Librarian
Southern Oregon University Library
http://www.sou.edu/library/dale
vidmar@sou.edu
http://webpages.sou.edu/~vidmar/infolitsurvey/vidmar.ppt
Instructional Institute
Southern Oregon University
Ashland, Oregon
September 21, 2010