Library Assessment Plan

Information Competence Outcomes | Collections Outcomes | Services Outcomes | Library Assessment Plan and Process | Project Reports and Publications | Reports to Campus

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In support of the Oviatt Library's strategic plan, and in recognition of the Library's unique role as both a provider of information and services, as well as an instructional support unit, the library faculty identified three areas for assessment:

• Student information competence skills
• Collections that support learning, teaching, and research
• Services that support learning, teaching, and research

Library Outcomes

The following outcomes were established for each area of assessment:

Student information competence skills

The following skills are based on the Information Literacy Competency Standards for Higher Education (Association of College and Research Libraries, 2000):

1. Determine the nature and extent of the information needed, for example:
   • Identify keywords or subject terms that describe the information need;
   • Differentiate between popular vs. scholarly, specific vs. background, and primary vs. secondary sources of information;
   • Define or modify the information need to achieve a manageable focus.
2. Access needed information effectively and efficiently, for example:
   • Recognize the type of information source needed and know how to access it in the library, online, or via inter-library loan/document delivery;
   • Construct a search strategy using appropriate commands and keyword or subject terms for the information retrieval system, including Boolean logic, truncation, and limiters;
   • Recognize when search strategies have to be refined;
   • Retrieve information online or in person using a variety of methods, such as:
     • Online catalogs
     • Periodical databases
     • Classification schemes
     • Inter-library loan/document delivery services
3. Evaluate information and its sources critically and incorporate selected information into his or her knowledge base and value system.
4. Individually or as a member of a group, use information effectively to accomplish a specific purpose, for example:
   • Develop a product or performance to communicate the results of research (annotated bibliography, research paper, class presentation, portfolio, etc.)
5. Demonstrate understanding of the many economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally, for example:
   • Recognize plagiarism;
   • Recognize the need for and how to authenticate into the library's online resources;
   • Cite sources using a consistent documentation style.

Collections that support learning, teaching, and research

The Oviatt Library . . .

1. Collects and provides access to a variety of primary and secondary print, manuscript, media, and electronic resources to support the curricular information needs of students and faculty.
2. Collects and provides access to a variety of primary and secondary print, manuscript, media, and electronic resources to support the research needs of students and faculty.
3. Actively engages in outreach to collaborate with faculty on the development of library collections to support curricular and research needs.

Services that support learning, teaching, and research

The Oviatt Library . . .

1. Provides courteous, capable, and responsive service that demonstrates professionalism and pride in our work.
2. Creates a physical environment conducive to study and research.
3. Provides open hours that takes into consideration both the schedules of our students and faculty and the realities of budgetary constraints.
4. Provides skillful and engaging individualized point-of-use instruction, both in-person and virtual, that helps students develop their information competence skills.
5. Actively engages in outreach to collaborate with faculty to develop assignments and instructional experiences that develop students' information competence skills.
6. Provides skillful and engaging classroom instruction, which helps students develop their information competence skills.
7. Facilitates searches for needed information by maintaining the efficient organization of and timely access to the Library's print and manuscript collections, including course reserves.
8. Facilitates searches for needed information by maintaining the efficient organization of and timely access to electronic resources via its Web pages, including course reserves.
9. Facilitates use of audio/video resources by maintaining the efficient organization of and timely access to media resources, including collections, equipment, and the University Video Network.
10. Facilitates effective use of information by providing equipment (i.e., computers, printers, copiers, etc) and software to extract needed information from either online or print formats.
11. Provides timely access to resources of other libraries via inter-library loan and/or document delivery, as appropriate, to supplement Library collections.

Planning Process

Using guidelines provided by the CSUN Office of Assessment, the following documents outline the Library's assessment program:

• Library Assessment Plan, 2007-2012
• Library Assessment Planning Guide
• Information Competence Instruction Program & Curriculum Alignment Matrix
• Student Learning Outcomes for Information Competence

Project Reports and Publications

Information Competence | Library Collections & Electronic Resources | Library Services

Information Competence

• University 100: The Freshman Seminar
  • The Library provides a weeklong instruction program for University 100 that utilizes a Web-based pretest/posttest of information competence skills that is completed prior to and after "Library Week."
    • Fall 2008 pretest posttest results (.ppt)
      • PowerPoint presentation on IC assessment of U100 for AALC Retreat, May 15, 2009.
    • Fall 2007 Library Week Pretest Posttest Results
    • Fall 2007 Pretest Results
    • Fall 2005 Pretest/Posttest results
• Personal Response System (PRS)
  • Librarians have been experimenting with this system, which uses individual remote control transmitters and a receiver and software mounted in an instuctional computer lab to allow students to answer questions imbedded in a PowerPoint presentation in order to assess student learning of library instruction in real time.
• ETS ICT
  • Journal article: M. Somerville, L. Lampert, K. Dabbour, S. Harlan, and B. Schader. (2007). Toward large scale assessment of information and communication technology literacy: Implementation considerations for the ETS ICT literacy instrument. Reference Services Review 35(1):8-20.
    • ". . . The paper provides background information, techniques and guidance for academic librarians contemplating future administrations and usages of large scale assessments of student information and communication technology skills, like the ETS ICT assessment. Examples of necessary planning stages and collaboration are provided as well as a discussion of the value of large scale assessments for students, campuses and information literacy programs. . . . "
• Survey of CSUN Students' Information Literacy Skills, Spring 2004
  • One of the objectives of the Oviatt Library's Hispanic-Serving Institutions (HSI) program grant project focuses on creating and administering valid and reliable information literacy assessment tools to CSUN students.
  • Preliminary Report and Raw Data

Library Collections and Electronic Resources

• 2008 CSU Quality Improvement Program Library Satisfaction Survey
  • Summary Report: CSUN
• CSUN Survey of Library Collections, Fall 2006
  • Student Survey Executive Summary (August 2007 Revision)
  • Student Survey Summary Data (August 2007 Revision)
    • Appendix: Student Survey
  • Faculty Survey Executive Summary
  • Faculty Survey Summary Data
    • Appendix 1: Faculty Survey
    • Appendix 2: Open-Ended Responses and Comments
• SFX
  • Journal article: JC. Wakimoto, D. Walker and K. Dabbour. (2006). The Myths and Realities of SFX in Academic Libraries. The Journal of Academic Librarianship 32(2):127-136.
    • " . . . SFX, utilizing the concept of context-sensitive linking among library resources, promises the ability to obtain full text effortlessly. This paper reports on the results of a three-fold study: online survey, focus group interviews, and sample testing analysis to examine library end-user and librarian expectations and experiences using SFX."
• MetaSearch
  • Metasearch or federated searching is the process of searching multiple online databases simultaneously via a single search interface. MetaSearch also refers to the Ex Libris product called MetaLib, which the Oviatt Library adopted to provide its users this service as well as the ability to identify and compare the Library's many electronic resource offerings, and create customized lists of favorite databases and other electronic resources, including online journals. Assessment data of both users' and librarians' attitudes toward the process of metasearching was collected and presented at various librarian conferences, and will soon be published in a journal.
    • Journal article: Lampert, L.D. & Dabbour, K.S. (2007). Librarian Perspectives on Teaching MetaSearch and Federated Search Technologies. Internet Reference Services Quarterly 12 (No. 3/4 2007):253-278.
    • CARL South Mini-Conference, December 9, 2005 moderated discussion with L. Lampert: Myth, Magic, and Reality of Federated Searching: Implications for Reference and Instruction Discussion Summary
    • LITA National Forum, October 2005 presentation by L. Lampert and K. Dabbour: Falling Down the Portal: Adventures in Federated Metasearch Technology at CSUN, (see slides 18-66)

Library Services

• LibQUAL+(TM) Survey, 2009
  • LibQUAL+(TM) is a rigorously tested Web-based survey that helps libraries assess and improve library services, change organizational culture, and market the library. A random sample of students and faculty were sent emails inviting them to participate in the LibQUAL+(TM) Survey, which was available via the Web from mid-March to early April 2009.
  • Executive Summary (In Process)
• Oviatt Library Valuation Studies
  • Executive Summary, 2008-09
  • Background Data, 2008-09
  • Executive Summary, 2007-08
  • Background Data, 2007-08
• 2008 CSU Quality Improvement Program Library Satisfaction Survey
  • Summary Report: CSUN
• Oviatt Library Services Survey, Spring 2007
  • Services Survey Executive Summary
  • Services Survey Summary Data
    • Appendix 1: Services Survey
    • Appendix 2: Comments
  • PowerPoint presentation at All Library Meeting (9/27/07)
• Virtual Reference, 2002-2004
  • Virtual reference is an online chat service utilizing push technology that allows librarians and users to chat and co-browse Web sites. Assessment data was presented at various librarian conferences.
  • Internet Librarian Annual Conference 2004 presentation by D. Helfer, L. Lampert, and K. Dabbour:
    • Realities of Virtual Reference, (see slides 28-42)
  • MLA Annual Conference 2003 Poster session by M. Henry and K. Dabbour:
    • Pilot program part 2
  • CARL Annual Conference 2002 Poster session by M. Henry, L. Lampert and K. Dabbour:
    • Pilot program part 1
• CSUN Library Web Usability Study, Summer 2003
  • This study was conducted with L. Lampert prior to the current web site re-design. Students were given a pretest of information literacy skills and library instruction experience prior to performing prescribed tasks.
    • Summary Data
    • Report
• Library User Survey, Spring 2003 : Summary Report
  • An open-ended, Web-based email survey was used to gather data about the quality of library collections, electronic resources, services, and facilities.
• 2002 Customer Satisfaction Survey Report for Library Services
  • This report summarizes results from the 2002 Library Services Survey (LSS) that was administered to students, faculty, and staff at four campuses: Northridge, San Bernardino, San Jose, and San Luis Obispo.
• Email Reference Study, October 2001
  • This study was done to determine the number and nature of questions received in the "Ask A Librarian" email account, which is offered as a Web form from which patrons can ask questions. The purpose of this study is to ascertain patterns of patron questions and/or complaints about library collections and services.

Reports to Campus Assessment Coordinator

• Library Annual Assessment Report (College Level), 2008-09
• Library Annual Assessment Report (Detailed), 2008-09
• Assessment of Assessment Report, 2007-08
• Library Assessment Report, 2007-08
• Assessment of Assessment Report, October 2007
• University Library Assessment Report, 2006-2007
• University Library Annual Report of Assessment Activities, 2005-2006
• Program Assessment Progress Report and Needs Assessment, Fall 2005
• Program Assessment Report and Assessment Activities, 2004-2005:
  • Parts I and II
  • Part III
• Oviatt Library Assessment Report, FY 2002-2003
• University Library Assessment Projects, May 2002
• University Library Assessment Report, March 2002
  

Prepared by Katherine Dabbour, Library Assessment Coordinator

 

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