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ITHAKA The Next Wave 2017: Jade Winn - Student Success Research: Information Literacy Instruction Assessment

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Jade Winn, Assistant Dean for Instruction, Assessment & Engagement at the University of Southern California Libraries, shares early results from a multi-institutional, longitudinal study of how information literacy instruction relates to student success at colleges and universities.

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ITHAKA The Next Wave 2017: Jade Winn - Student Success Research: Information Literacy Instruction Assessment

  1. 1. Multi-Institutional/Longitudinal Student Success Research: The Next Wave for Information Literacy Instruction Assessment: The GWLA Study Jade Winn Assistant Dean for Instruction, Assessment & Engagement University of Southern California Libraries
  2. 2. GWLA  Consortium of 37 Research Libraries  Project Oriented Consortium  Student Learning Outcome (Strategic Collaborative Initiative)  Identify and promote best practices for how research libraries may support and enhance student learning outcomes and assessment practices.
  3. 3. Student Learning Outcomes Task Force The intent of the multi-institutional task force is to research the following questions in order to identify and share exemplary practices: • What effect does library instruction have on the retention of college students? • What effect does library instruction have on the academic success of college students? • What is the impact of specific library instruction methods on the retention and academic success of college students?
  4. 4. Motivating Factors for Research  Information Literacy (ALA & ACRL)  IL Instruction Articulate Value  Professional Discourse  National Dataset  Multi-Institutional, Longitudinal & Reproducible
  5. 5. GWLA Expected Outcomes  Full evaluation of the data during and at the end of the study will inform institutions how to better provide for student success  Ensuring that professional discourse on curriculum development, instructional practices, and student learning outcomes is advanced  Enhanced discussion across diverse institutions  Improving instructional efforts and assessment for greater student success
  6. 6. 47,012 first-year students 25,327 had library instruction
  7. 7. Scope of Project • Largest study of its kind to date • Diverse institutions across the west • Diverse student population • Includes all students instead of looking at only students who had library instruction • Longitudinal (6 Years)
  8. 8. Project Design • GWLA Student Learning Outcomes Task Force developed research questions which guided design • Research Methods Design Committee refined questions • What effect does library instruction have on the retention of college students? • What effect does library instruction have on the academic success of college students? • What is the impact of specific library instruction methods on the retention and academic success of college students?
  9. 9. Challenges & Complexity • Data collection process at each institution • Data acquisition process • Data cleaning and coding • Merging datasets • Data sharing agreement • Planning first year data vs. longitudinal data • IRB approval at each institution • Security • De-identifying data • Data storage
  10. 10. • Pedagogy • Active Learning • Directed Practice • Flipped Instruction • Lecture • Other • Session level • Co-designed Assignment • Library Tour • Time/Frequency Library Instruction • Online Tutorial or Digital Learning Object • Research Guide Used Instruction/Course Level Variables Registrar/Student Level Variables • Grades • Credit Hours Earned • Retention • Semester • Year • Graduation • Demographics • Gender • Ethnicity • ESL • Admissions Data
  11. 11. Summary of Results From 2014-2015 Key findings include: • Student retention rates are higher for those students whose courses include an information literacy instruction component. • On average, First-Year GPA for students whose courses included information literacy instruction was higher than the GPA of students whose courses did not. • Students exposed to library instruction interactions successfully completed 1.8 more credit hours per year than their counterparts who did not participate in courses containing information literacy instruction. GWLA (2017). The Impact of Information Literacy Instruction on Student Success. Prepared by Joni Blake, Melissa Bowles-Terry, Shirlene Pearson, and Zoltan Szentkiralyi. Kansas City: Greater Western Library Alliance.
  12. 12. Institutional Implications • Library instruction has a positive impact on student academic success and speaks to the institution’s mission and goals • Integration of Information Literacy Instruction for Multi-Disciplinary and General Education Programming • Accreditation • Collaborations
  13. 13. Professional Implications • Discourse for Information Literacy Pedagogy • Evidence Based Research for Programmatic Planning • Contributing to institutional value statements (accreditation) • Model for Multi-Institutional/Longitudinal Research Reproduction • Accreditation • National Dataset
  14. 14. Impact  Genesis of National Dataset  Evaluates Student Success Measures Uses Higher Education Variables  Eliminates Institutional Biases  Includes Students Without Information Literacy Instruction  Model (challenges and complexities have been addressed stated)  Informs Unintended Consequences (things to look forward to)  Eloquent Value Statements That are Evidence Based

Editor's Notes

  • First Year Data Contributors
    47,012 total first-year students at these 12 institutions -- 25,327 of them had library instruction and were part of this study
    Note that we will add more for 2015-16 analysis and for 2016-17

    Arizona State University
    Baylor University
    Brigham Young University
    Kansas State University
    University of Missouri
    Southern Methodist University
    University of Houston
    University of Nevada, Las Vegas
    University of New Mexico
    University of Southern California
    Utah State University
    Washington State University
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