Through our robust information literacy program, we continue to play a pivotal role in fostering student academic success. In spring 2024, as part of the university’s reaccreditation process, we conducted two comprehensive assessments of senior students’ information literacy skills: the Threshold Achievement Test for Information Literacy (TATIL) and the National Survey of Student Engagement (NSSE) Experiences with Information Literacy module.
TATIL, a 20-question, standardized test created by the Association of College and Research Libraries (ACRL), evaluates students’ skills in planning, conducting, evaluating, and revising searches as well as comparing and contrasting search tools. TATIL also assesses students’ disposition towards “productive persistence” in research, measuring a student’s ability to adapt and recover from frustration or failed searches to locate better sources.
We recruited 101 seniors to complete the test. Based on the results, LMU seniors are “college ready” and able to conduct effective searches independently. LMU students outperformed their peers from other institutions across nearly all assessment criteria, except for identifying terms for background information searches. Students who took either a First Year Seminar (FFYS 1000) or Rhetorical Arts (RHET 1000) course scored higher in the disposition of productive persistence than students who did not take those courses, while students who took a First Year Seminar course scored higher than those who did not in comparing and contrasting search tools. These results offer evidence that library information literacy instruction and its integration into the LMU Core Curriculum fosters LMU students’ academic success.
We also administered the National Survey of Student Engagement (NSSE) Experiences with Information Literacy module, developed by the Center for Postsecondary Research (CPR) in the Indiana University School of Education in consultations with ACRL librarians. This module focuses on students’ use of information sources, research-based inquiry, and research library experiences. A stratified random sample of 98 seniors took this survey, providing valuable insights into students’ research practices. Key findings included:
- 58% of seniors frequently used library collections for assignments
- 50% regularly explored cited sources in their readings
- 60% felt the institution greatly contributed to their understanding of research practices in their field.
While students show strong skills in basic research, there is potential to further develop advanced competencies. We will develop targeted support for transfer and first-generation students, who showed lower performance in some areas. We plan to emphasize the value of consulting with experts in the research process, as only a small percentage of students reported frequently seeking expert advice, and strengthen instruction on effective background research techniques.
By adapting to students’ needs, we remain at the forefront of academic support, ensuring LMU graduates are well-equipped for future success. These assessment results will guide strategies to further elevate information literacy instruction, reinforcing its essential role in student achievement.