The California State University system has been considering a move to performance-based funding. Librarians here have expressed a lot of consternation about how we can show we’re worth funding, let alone why we should have to show it at all. At the same time, Cal State Fullerton is making a big push towards implementing and assessing High Impact Practices (HIPs) as part of our focus on increasing student engagement, retention, and graduation, so as a library we have to figure out how we can incorporate HIPs as well.
I think there’s a tendency for librarians to worry a lot about how we’re going to assess what we do, both because it’s not something we’ve done formally and we’re inexperienced with it, and because librarians worry that their academic freedom is going to be impinged.
As an Instructional Design Librarian, I see the push towards assessment a little more optimistically (though I’m not at all onboard with performance-based funding!). However, I am interested in being effective at what I do, whether facilitating student learning, or providing outreach at campus events. I want to know if I’m making a difference. I also feel pretty well equipped to perform assessment activities since instructional design is my specialty.
What do you want to know?
Before we should start worrying about how we’re going to assess what we do, we have to decide what we want to assess. I think that there are two paths to decide on what we want to assess. There are our campus priorities, which of course we have to support, especially with the possibility of performance-based funding. There are also our own priorities – what kind of library do we want to be? What kinds of services and collections do we want to provide? What do we want students to learn from our one-shots?
I’m an Instructional Design Librarian, so naturally my assessment focus has an instructional bent. I like to write learning objectives for every session I teach, and each learning object that I create. Learning objectives ought to be SMART: Specific, Measurable, Attainable, Relevant, and (sometimes) Time-bound. I write objectives for one-shots like “students will be able to give two examples of why a scholarly database is a better choice for university research than Google,” or they’ll be able to “describe the process for finding books using the Books & eBooks tab on the Pollak Library home page.” I’m not likely to demand that students write essays on how to search for books at our library so that I can formally measure their mastery, but I am likely to do an informal assessment to verify that students are learning.
Both formal and informal assessment will give us useful information on what works and what doesn’t, possibly saving us from using time and money on instructional efforts that aren’t effective. Formal assessment is just the quizzes and tests we give, or other graded assignments from which we can collect data. Informal assessment might just consist of chatting with your students to see if they “get it,” or if students are actually accomplishing a given task that they were assigned. I use a lot of informal assessment in my one-shot sessions due to limited time. However, I’m also working on a couple of assessment-related projects at my university that will yield useful data.
ID Workshops, ACRL Assessment in Action, and Badges
As this post falls under the cateogory “First Year Academic Librarian Experience,” you might assume that I’m still a new librarian. You’d be correct. That means I haven’t yet accomplished any meaningful assessment efforts, but I’m on my way. Last month I planned and delivered an instructional design workshop for librarians, wherein I introduced the concepts of Backward Design and how to write learning objectives. We definitely need to work more on writing measurable learning objectives, and I plan to deliver more workshops in the future. (FYI, I assessed my “students’” learning through Plickrs and Padlets in the class, but it was definitely informal assessment). I want to help librarians discover ways they can be as effective as possible in their work.
I’ll be doing some major assessing for the next 14 months since I’m now the proud Librarian Team Leader of the Pollak Library Assessment in Action (AiA) Team, part of the third cohort of ACRL’s AiA program. We’re going to embed our Human Services Librarian into an online class this fall, and assess his impact on student learning. This particular Human Services class used to come in for in-person instruction, but since it’s gone totally online the instructors have done without library instruction. This is a trend at our university, so I’d like to learn how we can better serve our online students and now just let them fall off our radar.
Finally, I’m contemplating the mechanics of implementing a badges program here at our university. I recently managed to get a really simple (beta) eLearning webpage going for us on a WordPress platform. There are several WordPress plugins that can be purchased that turn your WordPress site into an LMS – like LearnDash and Sensei. With the site magically transformed into an LMS, we can award badges based on quiz and tutorial completion. How cool would it be to tally up the number of Super Searcher badge-holders? If we were able to track our badge-holding students’ retention and graduation rates, we’d have some really nice information on the library’s correlation with student success!