This document summarizes a library instruction collaboration between Montgomery College and its Gateway to College program. [1] It describes how librarians planned and delivered a multi-session library instruction program aligned with the Gateway curriculum to teach information literacy skills. [2] The librarians used performance-based assessments like online activities and reflection papers to evaluate student learning outcomes, with a focus on evaluating sources and developing search strategies. [3] The collaboration faced challenges with coordination and assessment but worked to continuously improve and clarify sessions.

1. A Gateway to Outcomes Assessment
Collaborating on a Multi-Session
Library Instruction Program
Jenny Hatleberg
Niyati Pandya
Montgomery College, MD

2. Overview
 Introduction: Montgomery College & Gateway to College
 Gateway to College – Library Collaboration
 Outcomes Assessment
 Challenges & Lessons Learned
 Looking Ahead

3. Montgomery College -Gateway to
College
www.montgomerycollege.edu/gatewaytocoll
ege
www.gatewaytocollege.org

4. Gateway to College Students
Age 16-21
High School GPA 1.6- 2.0
No. of High School Credits No more than 17 credits
Reading/English Proficiency Tenth grade
 Challenge: Classroom management

5. Gateway to College Program Model
 Foundation Term
Reading & Writing
Math
College Survival & Success Library Sessions
Career Development
Academic Seminars & Application
Accuplacer Assessment
Transition Term
Transition to college classes
College classes for HS requirements
REPEAT, REPEAT, REPEAT
HS Diploma
+
College credits earned

6. Gateway-Library Collaboration
Monday Tuesday Wednesday Thursday Friday
Research &
Service Learning
Seminar
10AM-12PM
College Success Reading College Success & Reading
& Career 1-2:15PM Career Develop’t 1-2:15PM
Develop’t 1 – 2:15 PM
1 – 2:15 PM
Math Writing Math Writing
2:30 – 4:15 PM 2:30 – 3:4 5PM 2:30 – 4:15 PM 2:30 – 3:45PM
Language Arts
Seminar
Math Apps 4:15 – 5:45 PM
4:45-6:15 PM

7. Gateway-Library Collaboration
• Summer 2010
• Gateway Program Director Instruction Librarians
Instruction
Librarians (3)
Research &
Reading/Writing Service Learning
Faculty (2) Seminar
Instructors (3)

8. Gateway-Library Collaboration
Planning Process
1. Met Summer 2010 for initial planning
2. Identified IL skills that would be needed to complete
Reading/Writing assignments
3. Developed Library Sessions based on IL skills; used
ACRL Information Literacy Standards as student
learning outcomes
• Information Literacy Student Learning Outcomes for
each session
• Challenges: Coordinating across campuses

9. Learning Tools
• Library Course Page:

10. Learning Tools
• Blackboard
• Librarian Role created in Spring 2012

11. Session Topics & Learning Outcomes
1. Finding Primary & Secondary Sources
2. Evaluating Websites & Doing Exploratory Research
3. Evaluating Scholarly Information
4. Developing Search Strategies & Doing Historical Research
5. Review and Individual Research for Final Papers
 Challenge: Strengthening connection between Library
sessions and Reading/Writing classes

12. Outcomes Assessment
• Performance-based assessment activities
• Provided active learning experience
• Enabled us to evaluate student learning
• Student Learning Outcomes determined design of activities
o Examples:
 Evaluating websites
 Keyword Searching
• Informal games, feedback forms, and reflection papers
• Challenges: Time, coordination, etc.

13. Outcomes Assessment
Evaluating Websites
• Learning Outcome: Examine and compare information from
various sources in order to evaluate reliability, validity,
accuracy, authority, timeliness, and point of view or bias
• Used videos to introduce why to evaluate, as well as criteria.
Viewed sample websites as class.
• Online Activity: Choosing Good Sources

14. Choosing Good Sources

15. Rubric: Choosing Good Sources
Very Good (2 pts) Adequate (1 pt) Poor (0 pts)
Evaluate Articulates one Articulates a Does not articulate
reliability based reason why this reason why this any reason why
on CAPOW: would or would not would or would not this would or
currency, be a reliable be a reliable would not be a
authority, source, giving source, but reliable source
purpose, examples based example is
objectivity, and on criteria unrelated to the
writing style discussed in class criteria discussed
in class
Identify CAPOW Correctly identifies Identifies a reason Does not identify a
criteria: one of the five that relates to the criteria; criteria
currency, CAPOW criteria five criteria, but identified does not
authority, as a justification does not use the relate to what was
purpose, for choice criteria covered in covered in class
objectivity, class
writing style

16. Outcomes Assessment
Keyword Searching
• Learning Outcomes:
• Identify keywords, synonyms and related terms for the
information needed
• Construct a search strategy using appropriate Boolean
operators for the information retrieval system selected
• Break process down into steps, using active learning activities for
each
• “fuzzy words”
• Simon Says
• Online Activity: Searching for Articles

17. Searching for Articles

18. Searching for Articles

19. Searching for Articles

20. Outcomes Assessment
Closing the loop
• Revised to improve
assessment tools
• Adapted session outlines to
clarify content
• Challenges: Continuous
revision

21. Searching for Articles

22. Looking Ahead
• Develop outcomes assessment plans for other parts of our
IL instruction program.
• Transferability of information literacy skills = opportunity to
use assessment tools in other classes
• Building a toolbox of active learning activities

23. Questions?
niyati.pandya@montgomerycollege.edu
jennifer.hatleberg@montgomerycollege.ed
u