Quantitative/Qualitative Analysis of Assessing Student Information Literacy Skills: The Power of Librarian-Faculty Collaborations

Abstract

Librarians at the Moore Library of Rider University conducted a focus group with 12 undergraduate students during the summer of 2011 and modified an online test used for determining students’ information literacy (IL) skills in required composition classes. Based on collaboration with a Psychology faculty member, the librarians revised the pre-test with multiple correct answer questions.  For those classes returning several weeks later for a follow up session, a different, but similar post-test was given. The multiple-answer format decreased chances for guessing, and the pre and post-tests show learning and/or retention of some of the IL skills taught.