Project SAILS: Launching Information Literacy Assessment Across University Waters

Rumble, Juliet; Noe, Nancy

doi:10.1080/07317130802678936

Cited by 9 publications

(9 citation statements)

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“…However, we would argue that an isolated approach to varying information skills (e.g., training half of a coherent group of participants with low information skills) does not add to the external validity of the study. We also suggest that in future studies concerning differences in information skills among groups, information skills could be measured to have a better grasp on such differences (e.g., project SAILS; Rumble & Noe, ).…”

Section: Discussionmentioning

confidence: 99%

Topic familiarity and information skills in online credibility evaluation

Lucassen

Muilwijk

Noordzij

et al. 2012

J Am Soc Inf Sci Tec

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With the rise of user-generated content, evaluating the credibility of information has become increasingly important. It is already known that various user characteristics influence the way credibility evaluation is performed. Domain experts on the topic at hand primarily focus on semantic features of information (e.g., factual accuracy), whereas novices focus more on surface features (e.g., length of a text). In this study, we further explore two key influences on credibility evaluation: topic familiarity and information skills. Participants with varying expected levels of information skills (i.e., high school students, undergraduates, and postgraduates) evaluated Wikipedia articles of varying quality on familiar and unfamiliar topics while thinking aloud. When familiar with the topic, participants indeed focused primarily on semantic features of the information, whereas participants unfamiliar with the topic paid more attention to surface features. The utilization of surface features increased with information skills. Moreover, participants with better information skills calibrated their trust against the quality of the information, whereas trust of participants with poorer information skills did not. This study confirms the enabling character of domain expertise and information skills in credibility evaluation as predicted by the updated 3S-model of credibility evaluation.

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Section: Discussionmentioning

confidence: 99%

Topic familiarity and information skills in online credibility evaluation

Lucassen

Muilwijk

Noordzij

et al. 2012

J Am Soc Inf Sci Tec

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“…The Educational Testing Service (ETS) and Kent State University have developed standardized tests for measuring student information research skills using scenarios: the iSkills exam (Katz, 2007;Katz & Macklin, 2007), and Project SAILS, (Radcliff, Salem, O'Connor, Burhanna, & Gedeon, 2007;Rumble & Noe, 2009) respectively. These tests allow large-scale aggregation of data amongst many institutions, but can be expensive, time consuming, and would be difficult to use for pretesting and posttesting.…”

Section: Standardized Testingmentioning

confidence: 99%

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

Hsieh¹,

Dawson²,

Carlin³

2013

EBLIP

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the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-ncsa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -Librarians at Rider University attempted to discern the basic information literacy (IL) skills of students over a two year period (2009)(2010)(2011). This study aims to Evidence Based Library and Information Practice 2013, 8.3 35 explore the impact of one-session information literacy instruction on student acquisition of the information literacy skills of identifying information and accessing information using a pretest/posttest design at a single institution. The research questions include: Do different student populations (in different class years, Honors students, etc.) possess different levels of IL? Does the frequency of prior IL Instruction (ILI) make a difference? Do students improve their IL skills after the ILI?Methods -The librarians at Rider University developed the test instruments over two years and administered them to students attending the ILI sessions each semester. The test was given to students as they entered the classroom before the official start-time of the class, and the test was stopped five minutes into the class. A pretest with five questions was developed from the 1st ACRL IL Standards. A few demographic questions were added. This pretest was used in fall 2009. In spring 2010, a second pretest was developed with five questions on the 2 nd ACRL IL Standards. Students of all class years who attended ILI sessions took the pretests. In 2010-2011, the pretest combining the 10 questions used in the previous year was administered to classes taking the required CMP-125 Research Writing and the BHP-150 Honors Seminar courses. An identical posttest was given to those classes that returned for a follow-up session. Only the scores from students taking both pretests and posttests were used to compare learning outcomes.Results -Participants' basic levels of IL skills were relatively low. Their skills in identifying needed resources (ACRL IL Standards 1) were higher than those related to information access (ACRL IL Standards 2). Freshmen in the Honors Seminar outperformed all other Rider students. No differences were found in different class years or with varying frequencies of prior IL training. In 2010-2011, students improved significantly in a few IL concepts after the ILI, but overall gains were limited.Limitations -Many limitations are present in this study, including the challenge of developing ideal test questions and that the pretest was administered to a wide variety of classes. Also not all the IL concepts in the test were adequately addressed in these sessions. These factors would have affected the results. Conclusions -The results defy a common assumption that ...

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“…In the future, the UCF Library plans to sample 400 students who are either enrolled in one of the information fluency pilot programs or an equal number who are not enrolled. Rumble and Noe (2009) assessed student learning on a program-level using Kent State University's Project SAILS. They presented the data to their campus administration to benchmark student learning and gather support to further improve student learning.…”

Section: Information Literacy Assessment: a Literature Reviewmentioning

confidence: 99%

Using ILIAC to Systematically Plan and Implement a Library Information Literacy Assessment Program for Freshman Classes

Gustavson

2012

Public Services Quarterly

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In order to prepare for the 2013 SACS reaffirmation, the Joyner Library instruction librarians developed a systematic assessment program using Oakleaf's Information Literacy Instruction Assessment Cycle (ILIAC) to plan for instruction, assess student learning and improve future student learning by reviewing data and enacting changes. The paper outlines the systematic development, implementation, assessment, and improvement of an information literacy instruction assessment program for freshman classes over a threeyear period from 2008 to 2011. It also analyzes student learning outcomes assessment data from 1,956 freshman students using quizzes and formative assessment during the 2010-11 school year.

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Project SAILS: Launching Information Literacy Assessment Across University Waters

Cited by 9 publications

References 0 publications

Topic familiarity and information skills in online credibility evaluation

Topic familiarity and information skills in online credibility evaluation

What Five Minutes in the Classroom Can Do to Uncover the Basic Information Literacy Skills of Your College Students: A Multiyear Assessment Study

Using ILIAC to Systematically Plan and Implement a Library Information Literacy Assessment Program for Freshman Classes

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