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Spiraling Information Literacy Across Four Years

Shawna (Smith) EganRivier University

Nashua, NH

Going Beyond the "One-Shot"

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Rivier Information Literacy Map

Orientation

Convocation Day

First Year Seminar: English

Graduation Day

First Year Seminar: Religion

Junior Year Seminar: Capstone

Upper Level Writing Intensive Course Within Major

Second Year Seminar: Literature, Art, & the Human

Assessment

Assessment

Assessment

Assessment

Assessment

“One-Shot” Classes

Library Instruction

o Freshmen Orientationo Freshmen Convocationo FYS: Religiono FYS: Englisho HUM200 (LAH)o Capstone (Interdisciplinary)

o Upper-level (Major Specific)

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Freshmen Orientation & Convocation Day

o Freshmen attend Orientation in June. Student Activities has the students do a campus wide scavenger

hunt.

o Freshmen attend Convocation Day in September. Students complete a library scavenger hunt. All incoming freshmen take an information literacy quiz as part of

their Information Technology and Learning Management Software training.

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First Year Seminar Sessions

o FYS REL seminars engage students in the use of print and electronic encyclopedic and dictionary sources. FYS REL students use this new information literacy

knowledge to conduct research for course assignments. o FYS ENG seminars engage students in the use of general

database sources (Credo Reference, Opposing Viewpoints, etc.). FYS ENG students use new information literacy knowledge

to conduct research for course assignments, including the academic symposium at the end of the semester.

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Literature, Art, & the Human (LAH)

o LAH seminars engage students in the use of art and literature databases.

o Students use information literacy skills to conduct research for course assignments, including the virtual symposium at the end of the semester.

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Capstone

o Students must take one Junior Year Seminar (JYS) section from the following: JYS: WORLD VOICES & CULTURES JYS: THE NON-VIOLENT ALTERNATIVE JYS: GLOBAL TRANSFORMATION JYS: EUROPE AND THE WORLD JYS: ETHICS AND TECHNOLOGY JYS: CROSS-CULTURAL PSYCHOLOGY JYS: CHALLENGE OF PEACE

o Students use information literacy skills to conduct research for course assignments, including the academic symposium at the end of the semester.

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Upper Level Major Specific Course

o Senior level courses: Nursing Psychology English Art Criminal Justice Business Biology Education

o Library instruction team presents advanced search strategies. 

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Assessment

o Pre-test: Convocation Day—Quiz The quiz is embedded in the “First Year” course shell and the quiz is graded

by the LMS (Canvas).

o First Year: First Year English Seminar—Academic Symposium FYS: ENG students present their research posters to groups of faculty, library staff and

FYS: REL students for five minutes at a time.

o Second Year: Literature Art & the Human—Virtual Symposium LAH students present their research virtually as a PowerPoint presentation.

o Third Year: Capstone—Academic Symposium Capstone students present their research to groups of faculty and library staff for five

minutes at a time.

o Fourth Year: Disciplinary specific courses—Research papers or Symposium (Dependent on discipline) Student papers are evaluated by the faculty for information literacy. Student symposium presentations are evaluated by the librarian for information literacy.

Convocation Day Assessment Results

2013-2014 2014-2015 2015-2016

47.8550.41

58.71

Quiz Average (out of 100%)

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Assessment Rubric

FYS Scores: Determine the nature and extent of information needed

Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 20152 0 0 0 0

13

6 3 72

19

22

14

17

17

9 19

12

23

15

62

1

0

3

Number of 0s Number of 1s Number of 2s Number of 3sNumber of 4s

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FYS Scores: Determine the nature and extent of information needed

Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 20150.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Determine the nature and extent of information needed. 

2.08, n=49

2.35, n=46 2.37, n=31 2.34, n=47 2.51, n=37

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FYS Scores: Access the needed information effectively and efficiently

Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 20151 0 1 0 0

14 157 12 11

18 16

10

1914

14 15

9

16

12

2 3

3

0

0

Number of 0s Number of 1s Number of 2s Number of 3s

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FYS Scores: Access the needed information effectively and efficiently

Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 20150.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Access the needed information effectively and ef-ficiently. 

2.04, n=49

2.12, n=46

2.20, n=31 2.09,

n=472.03, n=37

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FYS Scores: Critically evaluate information and its sources

Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015

60 1 0 1

18

11 4 6 5

13

26

19

29

20

8 11

5

12

11

4 1

1

0

0

Number of 0s Number of 1s Number of 2s Number of 3s Number of 4s

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FYS Scores: Critically evaluate information and its sources

Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 20150.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Critically evaluate information and its sources.

1.71, n=49

2.02, n=46

2.03, n=31

2.13, n=47

2.11, n=37

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HUM 200 (LAH) Scores: All Standards

0.001.002.003.004.00

2.32 2.24 2.44

Literature, Art, & the Human

n=50

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19

Graduates of 2017

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2017 Graduates Growth20

0

10

20

30

40

50

60

70

Covocation Quiz Average(FA13)

FYS Symposium Average(FA13)

FYS Symposium Average(SP14)

LAH Symposium Average(FA14-SP15)

47.85%

54.08%55%

58.33%

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Use of Assessment Results

o After initial Spring of 2013 assessment, library instruction was embedded into the First-Year Seminar.

o Peer-reviewed sources were taken out of the first year of the core.

o Number of and types of sources taught were updated more tightly to curriculum needs.

o During the Summer of 2014 the rubric was updated to its current form, with three standards instead of five.

o The evaluation of sources became a key component of both FYS REL and FYS ENG both in the library instruction session and throughout the assignments.

o FYS REL focused on the proper use of websites as well as library print resources.

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What is Next?

o Rubric updates Norming process—room for changes and being more

concise Possible changes to include frameworks in

assessmento More analysis

2017 Graduates throughout four yearso Junior/Senior Seminar

Assessment

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Important Takeaways

o Collaboration Find your “library cheerleaders” Be part of the conversation

o Assessment--Accreditations Know what information literacy standards need to be

assessed

o Library Assignments Use what faculty already have in place

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The End

Thank you to the Davis Educational Foundation for its support of the implementation of the new core curriculum and for research and travel funds. Thank you to Alan Witt, Shana

Chartier, and Dan Speidel for their help with data collection and Joel Stake for his help with running statistical analysis.

Contact Information:Shawna Egan

Assistant Director, Regina Library

Rivier University

Nashua, NH 03060

segan@rivier.edu

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