March 2007

ULS Information Literacy and Assessment of Learning Program

• Overview of Information Literacy Basics

• SAILS

• Implementation

• Conclusions

Information Literacy

• Information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."

• Information literacy also is increasingly important in the contemporary environment of rapid technological change and proliferating information resources.

– Project SAILS

Information Literacy• How do we know if students are information

literate?

• What are students' entry skills upon admission to the university, and is there a significant change in skill levels from the freshman year to graduation?

• Does the library contribute to information literacy?

• Does information literacy make a difference to student's academic success and retention?

– Project SAILS overview

• Standardized Assessment of Information Literacy Skills

• Project SAILS is a standardized test of information literacy skills, based on ACRL Information Literacy Competency Standards for Higher Education.

• This Web-based tool allows libraries to document information literacy skill levels for groups of students and to pinpoint areas for improvement.

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.

Middle States Commission on Higher Education

Middle States Commission on Higher Education

• Evidence of information literacy incorporated into the curriculum with syllabi, or other material…describing expectations for students demonstration of information literacy skills;

• Evidence of accessible reference tools to ascertain where relevant materials exist and are located;

• Assessment of information literacy outcomes;

• Evidence of trained instructional and reference staff, available on-site or via remote access, to help students and teaching staff locate and evaluate information tools and resources;

– Characteristics of Excellence in Higher EducationULS’s Help Hub

While SAILS test results showed that the average Pitt student performed at the same level as the average student from all other testing institutions, the results also indicated several areas where students struggled with such information literacy concepts, including:

• Developing a research strategy; • Using appropriate information resources; • Identifying and finding scholarly literature; • Plagiarism and ethical use of information.

SAILS Implementation in the ULS

• This fall, working with Introduction to the Arts and Sciences (CAS), Mastering the University (CGS) and Freshman Engineering (School of Engineering)

• Provides for traditional freshman, non-traditional and professional school students.

• To date this fall, more than 1,000 tests completed.

SAILS Implementation in the ULS

• Forty-five questions from a randomly generated list of hundreds of questions.

• Takes approximately 30 minutes to complete.

• Answers are collected, scores and reports can be generated by class, department or school.

SAILS Questions

SAILS Sample Questions

SAILS Sample Questions

SAILS Sample Questions

• http://www.library.pitt.edu/services/classes/infoliteracy/

• Page provides links to instructional modules, faculty resources and workshops for faculty

ULS Information Literacy and Assessment of Learning Program

ULS Information Literacy and Assessment of Learning Program

Modules

ULS Information Literacy and Assessment of Learning Program

Modules

Next Steps

• Need to comprehensively review the data collected from the current testing.

• Identify gaps in order to identify competencies of current freshman.

• Work with other departments to integrate findings into curricula.

• Identify a mechanism to retest students prior to graduation