North Hall Library: Information Literacy: Information Literacy Assessment

Information Literacy Goals/Mansfield University

Mansfield University General Education Plan (PDF)
Exhibit skills in:
- inquiry and research, including
- posing thoughtful questions
- gathering relevant information
- evaluating multiple viewpoints
- constructing cogent arguments
- weighing evidence

Information Literacy/Middle States

" ... information literacy is an essential component of any educational program at the graduate or undergraduate levels. These skills include the ability to: determine the nature and extent of needed information; access information effectively and efficiently; evaluate critically the sources and content of information; incorporate selected information in the learner’s knowledge base and value system; use information effectively to accomplish a specific purpose; understand the economic, legal and social issues surrounding the use of information and information technology; and observe laws, regulations, and institutional policies related to the access and use of information."

Framework for Information Literacy for Higher Education

The Association of College and Research Libraries (ACRL) implemented the Framework for Information Literacy for Higher Education in 2016.

This includes six frames:

Authority is Constructed and Contextual
Information Creation as a Process
Information has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration

These frames inform the information literacy instruction that academic librarians teach.

The Framework for Information Literacy for Higher Education

Information Literacy Learning Outcomes

In 2020, the North Hall Librarians adopted a new set of learning outcomes for Library/Information Literacy Instruction:

Learning Outcome: Students will be able to determine their information need(s).

Librarians might be asked to: Help students as they begin their research assignment Teach students how to refine their research topics as they begin their research Teach students how to find sources that help them incorporate different sides into their research
Emerging*	Students will Identify and articulate a research question Identify stakeholders related to a topic and the scholarly conversation around it
Developing**
Proficient***	Identify gaps in the research and synthesize to create a thesis or hypothesis
Distinguished****

Learning Outcome: Students will be able to develop research strategies.

Librarians might be asked to: Teach students how to use the library website to find books and articles Teach students how to search in the databases available through the library Prepare a LibGuide with links to resources for finding information on a topic
Emerging*	Students will Identify keywords for the research topic and use them to find sources Find known items Find information from appropriate sources Explore general information sources (like the Article Search) to increase familiarity with the chosen topic Adjust search strategies based on information learned from previous searches Ask for assistance when encountering roadblocks to finding or accessing information
Developing**	Identify databases and resources relevant to their field of study Construct searches using appropriate methods, including Boolean operators and truncators Construct multiple search strategies using different keywords for the same concepts Acknowledge and engage with differing viewpoints within a topic
Proficient***	Use controlled vocabulary, where appropriate Identify confirmation bias in searching, both in source selection and search strategies Search for related sources by using cited references (“mining the bibliography”) Search for related sources by tracing who has used relevant sources and following the research forward
Distinguished****

Learning Outcome: Students will be able to interpret and evaluate research.

Librarians might be asked to: Teach students the difference between scholarly and popular sources Teach students factors to consider when choosing sources Teach students about the peer-review process Teach students about identifying bias or conflicts of interest
Emerging*	Students will Evaluate source authority and accuracy Evaluate the purpose of sources Evaluate the relevance of a source to the research question or topic
Developing**	Analyze information to draw conclusions Evaluate sources for bias or conflicts of interest Confirm findings through multiple sources Develop and maintain an open mind when encountering varied and conflicting information
Proficient***	Understand the peer review process
Distinguished****	Recognize the cultural, physical, social, and historical contexts of an information source in order to understand how they influence the content Demonstrate awareness of non-privileged voices and their role in understanding the universe of information

Learning Outcome: Students will be able to design a final product for their research and incorporate sources.

Librarians might be asked to: Teach students how to find help with citing their sources Teach students how to find and use images in their research Talk with students about their options for publishing or presenting on their research
Emerging*	Students will Determine what medium the final product will be Integrate multiple sources to support a conclusion Provide appropriate attribution of sources Use electronic environments to organize, draft, revise, edit, and share or publish information
Developing**	Recognize that information may be perceived differently depending on format Incorporate alternative and competing narratives
Proficient***	Select images based on usage rights for the presentation purpose
Distinguished****	Explore publication or presentation options based on topic, field, and audience Recognize issues related to privacy, ethics, intellectual property, and copyright in order to respect the rights of others, comply with laws and contracts, or safeguard personal information

Learning Outcome: Students will be able to cite sources.

Librarians might be asked to: Teach students how to find help with citing their sources Teach students how to use a citation management tool
Emerging*	Students will Use appropriate tools to save, print, and/or organize information Identify resource or source types in order to cite appropriately
Developing**
Proficient***	Students will cite/document sources appropriately for their discipline Use citation management software in order to organize information Understand the ethical and practical importance of citing sources
Distinguished****

*            the “Emerging” level typically includes the 1000-level introductory courses
**          the “Developing” level typically includes 2000-level courses
***        the “Proficient” level typically includes 3000-level courses
****      the “Distinguished” level typically includes 4000-level courses

Contact Information

Scott DiMarco/Library Director
sdimarco@mansfield.edu
570-662-4689

Holly Jackson/Student Success Librarian
h jackson@mansfield.edu
570-662-4688

Programmatic Assessment through North Hall Library

Each semester, the librarians will be assessing one of the five learning outcomes (to the left).

For each learning outcome, the librarians will gather:

a survey from the librarian leading the instruction focused on that outcome,
a survey from the students who have been involved with the library session after they have submitted their research assignment,
and a survey from the faculty member who requested the library session after they have graded their students' research assignments.

The 5-year assessment cycle, to be examined and repeated every 5 years is:

Year 1

Fall Semester
- Learning Outcome: Students will be able to determine their information need(s).
Spring Semester
- Learning Outcome: Students will be able to develop research strategies.

Year 2

Fall Semester
- Learning Outcome: Students will be able to interpret and evaluate information.
Spring Semester
- Learning Outcome: Students will be able to cite sources.

Year 3

Fall Semester
- Learning Outcome: Students will be able to design a final product for their research and incorporate sources.
Spring Semester
- Learning Outcome: Students will be able to determine their information need(s).

Year 4

Fall Semester
- Learning Outcome: Students will be able to develop research strategies.
Spring Semester
- Learning Outcome: Students will be able to interpret and evaluate information.

Year 5

Fall Semester
- Learning Outcome: Students will be able to cite sources.
Spring Semester
- Learning Outcome: Students will be able to design a final product for their research and incorporate sources.

Fall Semester 1 will begin Fall 2021 for the first cycle of this new assessment.