Library Instruction that Improves Self-Efficacy & Academic Achievement

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Library Instruction That Improves Self-Efficacy and Academic Achievement

2016 Innovations Conference, Chicago, Illinois

March 2016

College of Southern NevadaTed Chodock – Librarian

Caprice Roberson – Librarian

CSN Basics

Large Urban Community College

3 main campuses plus online & 6 sites

18,288 FTE / 33,867 Head Count

Ethnically Diverse: HSI and MSI designations

CSN Library Instruction Program: July 2014-June 2015

Library Instruction Sessions 570

Number of Students Taught10,301

Students Completing Online Information Literacy Tutorial 2,493

Assessment in Action• Sponsored by the Association of College

and Research Libraries (ACRL)

• Funded by a grant from the Institute of Museum and Library Services

• 24 community colleges participated out of a total of 203 institutions

CSN’s Assessment in Action Project

Inquiry question: What is the impact of CSN Library Services’ instructional services on student success?

Outcome: Improved student success outcomes correlate with:

Academic confidence Institutional connectedness Attitudes conducive to academic success

Information literacy skills generally do not have a significant impact.

CSN’s Assessment in Action Project365 pre-tests and 221 post-tests

16 participating sections, including 5 types of instruction:

General orientation (2) Drop-in workshops (7) Online tutorial (2) Assignment integrated (3) Embedded librarian (2)

Information Literacy Skills Questions

Pre- and post-test proportion of correct responses on information literacy questions

Confidence and Institutional Connectedness

The library instruction I received in the course will help me complete assignments

Information Literacy Results by Instruction Type

The change between pre- & post-test out of the 10 information literacy questions

Mean score for confidence and connectedness questionscorrelation significance number of

participantsAll Participating Students: Course Grade

.278** .000 155

Assignment Integrated Cohort: Course Grade

.341* .039 37

All Participating Students: Fall 2014 Semester GPA

.229** .002 178

Assignment Integrated Cohort: Fall 2014 Semester GPA

.547** .000 37

* Correlation is significant at the 0.05 level (2-tailed).** Correlation is significant at the 0.01 level (2-tailed).

Impact of Assignment Integrated Instruction

Takeaway:

Assignment based library instruction is the most effective method.

Assignment Integrated Instruction

At time of need

In multiple mediums

Available for follow up

Workshop Time!

Challenges• Among fellow librarians• Among teaching faculty

Questions?

Ted Chodockted.chodock@csn.edu

Caprice Robersoncaprice.roberson@csn.edu

For more information on the AiA project:https://apply.ala.org/aia/docs/project/10171

Library Instruction that Improves Self-Efficacy & Academic Achievement

Education

Transcript of Library Instruction that Improves Self-Efficacy & Academic Achievement

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