Great Expectations Results from a Faculty Survey of Students’ Information Literacy Proficiency Margy MacMillan Brian Jackson Michelle Sinotte Background Mount Royal University Undergraduate university 10,000 FTE Avg. class size – 28 Information literacy instruction > 600 sessions / year The Survey: Sent to all faculty (860) 100 completed surveys returned Responses for each level of course • Importance and student proficiency by year of study related to: – Using various resource types – Assessment of resource use – Information literacy skills • Means of information literacy skill development Resources - Importance 5 4 Course Level 1 Course Level 2 3 Course Level 3 Course Level 4 2 1 Books Encyclopedias Scholarly Articles Resources – Student Proficiency 5 4 Course Level 1 Course Level 2 3 Course Level 3 Course Level 4 2 1 Books Encyclopedias Scholarly Articles Assessment of Resources Use • Quality More Important • Relevance • Accuracy of Citations • Number Less Important • Currency • Variety IL Skills - Importance 5 4 Course Level 1 3 Course Level 2 Course Level 3 Course Level 4 2 1 Ability to distinguish Ability to determine Ability to read scholarly scholarly from popular what info they need to articles material answer their question(s) IL Skills - Proficiency 5 4 3 Course Level 1 Course Level 2 Course Level 3 2 1 Course Level 4 Ability to distinguish Ability to determine Ability to read scholarly scholarly from popular what info they need to articles material answer their question(s) 80% Distinguishing Scholarly from Popular Material 70% 60% 50% Instructor taught 40% Librarian taught 30% 20% 10% 0% 1 2 3 Level of course 4 Determining Information Need 80% 70% 60% 50% Instructor taught 40% Librarian taught 30% 20% 10% 0% 1 2 3 Level of course 4 Reading Scholarly Articles 80% 70% 60% 50% Instructor taught 40% Librarian taught 30% 20% 10% 0% 1 2 3 Level of course 4 Students learning on their own 30% 25% 20% 15% 10% 5% 0% Ability to distinguish scholarly from popular material Ability to determine what info they need to answer their question(s) Ability to read scholarly articles Skills obtained from previous courses – 1st year 40% 30% 20% 10% 0% Ability to distinguish Ability to determine what Ability to read scholarly scholarly from popular info they need to answer articles material their question(s) Implications: Faculty expect students to already have important skills + Students lack proficiency = Opportunity for instruction (of students and faculty) Thank you! Questions?