ITHAKA The Next Wave 2017: Jade Winn - Student Success Research: Information Literacy Instruction Assessment
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The GWLA study explores the impact of library instruction on college student retention and academic success through a multi-institutional, longitudinal approach involving diverse institutions. Key findings indicate that students receiving library instruction have higher retention rates, GPA, and credit hour completion compared to those who do not. The project aims to identify best practices for improving information literacy instruction and supporting student learning outcomes.
ITHAKA The Next Wave 2017: Jade Winn - Student Success Research: Information Literacy Instruction Assessment
- 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. 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. 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. Motivating Factors for Research Information Literacy (ALA & ACRL) IL Instruction Articulate Value Professional Discourse National Dataset Multi-Institutional, Longitudinal & Reproducible
- 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. 47,012 first-year students 25,327 had library instruction
- 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. 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. 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. • 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. 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. 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. 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. 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
- #7: 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