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Published by Laguna College of Art + Design, 2019-09-04 11:54:33

Information literacy

Information literacy

Keywords: Information literacy

PERCENT OF STUDENPTSERCENT OF STUDENTSLAGUNA COLLEGE OF ART + DESIGN63.167.4 58.7 65.2

ASSESSMENT OF

INFORMATION LITERACY (IL)

2016

OUTCOME

Graduates are able to effectively access, analyze, and use information from reliable outside sources.

DIRECT EVIDENCE

An analytic rubric was used to assess a sample of student work (60% sample, N=46) from the Senior Capstone course.
Results are shown below.

Not Evident Initial/Emerging Developed/Highly Developed
30.4 19.6 30.4 28.3 26.1
67.4 50 58.7 65.2
6.5 13 8.7
63.1 19.5 13.1

DETERMINE EXTENT ACCESS NEEDED USE INFORMATION30.4EVALUATE ACCESS AND USE
OF INFORMATION INFORMATION 50 INFORMATION
NEEDED ETHICALLY
19.5 AND LEGALLY
6.5 GATHERED FROM INFORMATION AND
30.4 28.3
SOURCES EFFECTIVELY ITS SOURCES13.126.1
8.7
19.6 TO ACCOMPLISH CRITICALLY
13
SPECIFIC PURPOSE

DETERMINE EXTENT ACCESS NEEDED USE INFORMATION EVALUATE ACCESS AND USE
OF INFORMATION INFORMATION INFORMATION
NEEDED GATHERED FROM INFORMATION AND ETHICALLY
AND LEGALLY
SOURCES EFFECTIVELY ITS SOURCES

TO ACCOMPLISH CRITICALLY

SPECIFIC PURPOSE

AVERAGE SCORE AVERAGE SCORE 19.1 1.48

1.37 1.24 1.17

19.1 1.48

DETERMINE EXTENT ACCESS NEEDED USE INFORMATION1.37EVALUATE ACCESS AND USE
OF INFOMATION INFORMATION 1.24 1.17INFORMATION
NEEDED GATHERED FROM INFORMATION AND ETHICALLY
AND LEGALLY
SOURCES EFFECTIVELY ITS SOURCES

TO ACCOMPLISH CRITICALLY

SPECIFIC PURPOSE

DETERMINE EXTENT ACCESS NEEDED USE INFORMATION EVALUATE ACCESS AND USE
OF INFOMATION INFORMATION INFORMATION
NEEDED GATHERED FROM INFORMATION AND ETHICALLY
AND LEGALLY
SOURCES EFFECTIVELY ITS SOURCES

TO ACCOMPLISH CRITICALLY

PERCEPNETROCFENSTUODFESNTTUSDSEUNRTVSESYUERDVEYED PERCEPNETROCFENSTUODFESNTTUSDSEUNRTVSESYUERDVEYED what IL-specific topics faculty emphasized. The campus-wide survey on teaching and learning was used to examine how often students participated in IL pedagogy and INDIRECT EVIDENCE

FRESHMFERNES/SHOMPEHNO/MSOOPRHEOMORE 30.5 30.5
EVALUATING QUALITYFRESHMFERNES/SHOMPEHNO/MSOOPRHEOMO6R.3E 6.3 DID NOT USE (N=95) (N=95) 41.0 41.0 DETERMINE EXTENT ACCESS NEEDED UTSOE IANCFCOORMMPALTISIOHN
OF INFO. SOURCES 75.0 75.0 AN INFO OF INFOMATION
(N=96) (N=96) JUNIORJ/USENNIOIORR/SENIOR 32.2 32.2
EVALUATING QUALITY SOURCE DUE
OF INFO. SOURCES DID NTOOT USE (N=93) (N=93) 40.9 40.9 NEEDED NEEDED
QUEASNTIIONNFAOBLE
JUNIORJ/USENNIOIORR/SENI7O.R5 7.5 72.1 72.1 SOQUURACLEITDYUE ALL ALL 31.2 31.2
(N=93) (N=93)
TO (N=202()N=202) 41.1 41.1
QUESTIONABLE

QUALITY

FRESHMFERNES/SHOMPEHNO/MSOOPRHEOMORE 27.4 27.4
ALL 6A.L2L 6.2 CHANGED (N=95) (N=95)
FOCUS BASED 38.9 38.9
(N=202()N=202) 74.2 74.2
DURING THE PAST YEAR IN YOUR LCAD COURSES, ON INFO JUNIORJ/USENNIOIORR/SENIOR 24.8 24.8 DURING THE PAST YEAR IN YOUR LCAD COURSES,
HOW OFTEN HAVE YOU DONE THE FOLLOWING? FOCUHNADNWGEHDILE (N=93) (N=93) HOW OFTEN HAVE YOU DONE THE FOLLOWING? INFORMATION
RFOESCEUASRBCAHSIENDG 51.6 51.6
USING Never/Rarely A Moderate Amount/A Great Deal Never/Rarely A Moderate Amount/A Great Deal
SCHOLARY/PEER- FRESHMFERNES/SHOMPEHNO/MSOOPRHEOM6O.R2E 6.2 76.1 76.1 ON INFO ALL ALL 26.9 26.9
REVIEWED SOURCES 72.9 72.9 FOUND WHILE (N=201()N=201) 45.7 45.7
(N=96) (N=96) RESEARCHING
USING
SCHOLARY/PEER- JUNIORJ/USENNIOIORR/SEN7IO.6R 7.6 FRESHMFERNES/SHOMPEHNO/MSOOPRHEOMORE 22.9 22.9
REVIEWED SOURCES IDENTIFIED (N=96) (N=96)
(N=92) (N=92) HOW A WORK 45.8 45.8
CONTRIBUTED
TIODEFNIETLIFDIEODF JUNIORJ/USENNIOIORR/SENIOR16.2 16.2 SOURCES EFFECTIVELY ITS SOURCES SOURCES EFFECTIVELY ITS SOURCES
HOWSTAUDWYORK (N=93) (N=93)
CONTRIBUTED 55.9 55.9 TO ACCOMPLISH SGPAETCHIFEIRCEPDUFRRPOOMSE INFORMATION AND
TO FIELD OF SPECIFIC PURPOSE
ALL 7A.L0L 7.0 74.7 74.7 ALL ALL 20.7 20.7
STUDY (N=203()N=203)
(N=201()N=201) 50.7 50.7

FRESHMFERNES/SHOMPEHNO/MSOOPRHEOMORE 25.0 25.0
FRESHMFERNES/SHOMPEHNO/MSOOPRHEOM3O.1RE 3.1 LOOKED FOR (N=96) (N=96)
REFERENCED 49.0 49.0
(N=96) (N=96) 87.5 87.5
APPROPRIATELY CITED IN JUNIORJ/USENNIOIORR/SENIOR18.5 18.5
CITING SOURCES LOROEAKDEDINFGOSR (N=92) (N=92)
REFERENCED 57.6 57.6
APPROPRIATELY
CITING SOURCES JUNIORJ/USENNIOIORR/SEN5I.O4R 5.4 84.9 84.9 CITED IN ALL ALL 21.3 21.3
READINGS (N=202()N=202)
(N=93) (N=93) 53.0 53.0
CRITICALLY CERVIATILCUAALTLEY
FRESHMFERNES/SHOMPEHNO/MSOOPRHEOMOR1E1.5 11.5
ALL 4A.5LL 4.5 USED AN (N=96) (N=96)
INFORMATION 67.7 67.7
(N=202()N=202) 86.6 86.6 SOURCE FOR
ASUSSIGENDMAENNT JUNIORJ/USENNIOIORR/SENI7O.R6 7.6
INFORMATION (N=93) (N=93)
SOURCE FOR 66.6 66.6
FRESHMFERNES/SHOMPEHNO/MSOOPRHEOM1O.0RE 1.0 ASSIGNMENT
89.6 89.6 ALL A9L.L4 9.4
(N=96) (N=96)
NOT PLAGIARIZING (N=203()N=203) 67.4 67.4
NOT PLAGIARIZING
FRESHMFERNES/SHOMPEHNO/MSOOPRHEOMO1R2E.5 12.5 AND LEGALLY INFORMATION ACACNEDSSLAEGNADLULYSE
JUNIORJ/USENNIOIORR/SEN2I.O2R 2.2 RECEIVED (N=96) (N=96) ETHICALLY ETHICALLY
FACULTY 74.0 74.0
(N=93) (N=93) 95.7 95.7 FEEDBACK TO
92.6 92.6 IMRPERCOEVIVEEINDFO JUNIORJ/USENNIOIORR/SENIO1R2.9 12.9
ALL 2A.0LL 2.0 SOFUARCCUELTUYSE (N=93) (N=93)
FEEDBACK TO 65.6 65.6
(N=203()N=203) IMPROVE INFO
SOURCE USE ALL A1L3L .3 13.3
(N=203()N=203)
69.5 69.5

FINDINGS

While students are hearing about IL and doing some IL work, they are not achieving the IL criteria set forth in the rubric used in
this assessment. This indicates that there may be a misalignment between pedagogy, curriculum content, and expectations.

WHAT’S NEXT?

Straightforward Next Steps:
1. Define information literacy as it relates to the LCAD including learning outcomes.

• It is important that the definition of information literacy used reflect the essence of LCAD. This will allow for greater
buy-in and increased embedding within the curriculum of LCAD.

2. Refine/create LCAD information literacy specific rubric.
• The rubric used for this assessment was non-specific and could be revised to match LCAD and art & design, or create a
new one.

More Involved Next Steps:
1. Information literacy should be mapped across the curriculum.

• It is important to know where information literacy exists within the LCAD’s programs. This knowledge will help us
understand where information literacy is introduced to students and how they progress from initial to mastery.

2. Decide on how an information literacy rubric can be utilized across the curriculum.
• Having a common rubric reinforces that all students have to meet a certain expectation regardless of their major. It will
also allow faculty to better relate their material and pedagogy to the information literacy expectations.

Shoot for the Moon Next Steps:
1. Consider common or “signature” assignments.

• This is not an option that will work for all departments or faculty at the LCAD. However, it is important to consider this
option as it may lead to increased collaboration between faculty and departments, and insure that students across the
college are working towards the same outcome.

2. Consider increasing the amount of collaboration between faculty across the college and within majors.
• Collaboration helps to make sure that faculty teaching similar, or the same, courses are on the same page. It may also help
to reduce students “shopping” for certain types of courses or faculty.

3. Examine how the information literacy pedagogy is being implemented across the college.
• This step will bring clarity on the alignment of information literacy across the college.


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