Triangulation in the Assessment of One-shot Information Literacy Classes

Information literacy (IL) classes are offered at a large number of universities and colleges. Across institutions, these classes share the common goal of helping attendees become lifelong learners. However, the value and the optimal design of an effective IL program have long been debated. Because one-shot IL classes are usually forty-five to ninety minutes long, librarians lack ample time to implement an assessment of the efficacy of an IL session. At San Jose State University, the presenter has implemented a triangulated assessment method for IL sessions that involves administering a 3-minute learning outcomes survey. The method engages all stakeholders (students, librarians, and course instructors) in providing constructive evaluation of an IL session. In this session, the presenter will introduce this triangulated assessment method. The presenter will discuss how to create measurable learning objectives, design a student learning outcomes survey for formative assessment, and work collaboratively with the course instructor to obtain a summative assessment. This method of assessment has helped San Jose State University librarians learn how to improve their IL sessions, and has demonstrated the value of such sessions to the teaching faculty