Liz Kavanaugh is a founding member of the Advisory Board of the Threshold Achievement Test for Information Literacy. A long-time user of the Project SAILS information literacy assessment tool and an advocate for effective assessment, Liz was the perfect match for the fledgling project to create a new tool based on the ACRL Framework.
In this interview, you will see how Liz's commitment to assessment and to information literacy are woven throughout her professional life.
Question: What do you like about your job?
I am very fortunate to be in the position of Information Literacy and Assessment Librarian at Misericordia University in Dallas, Pennsylvania. When I took the position about five years ago, we were just heading into an accreditation year with Middle States Commission on Higher Education (MSCHE). It was an exciting time that launched me right into the thick of gathering data, writing reports, and meeting with stakeholders across campus. I really loved the active sense of how important assessment was at that time and I love how it has grown into a more full-fledged body of data today for the library. Much of it is based on the information brought forward through our long-term use of SAILS at this time and now we’re on the route to our 2024 review, which brings the excitement full circle.
Q: Please tell us about a project you are currently working on. What are you trying to accomplish?
Wingate University recently had its Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) accreditation review. During the review they suggested we strengthen our assessments. With that, WU moved Mitch Cottenoir to the position of Institutional Effectiveness and SACSCOC Liaison. Mitch approached the library and asked how we would like to improve assessment. As a library we decided most of our direct interactions with students came from classes taught by the reference and instruction librarians, Isaac Meadows and myself, Kory Paulus. So began our adventure into updating our assessment for instruction and information literacy.
Sophie Bury joined the Advisory Board of the Threshold Achievement Test for Information Literacy in 2015. In this interview she reveals her passion for teaching and her commitment to assessment. Read about Sophie's projects on faculty IL and media literacy and learn why she joined the TATIL Advisory Board.
Question: Please tell us about your job. What are the highlights of your position?
The Learning Commons unites learning services at York University to better support students’ success and is a partnership of the Libraries, Learning Skills Services, the Writing Department, the ESL Open Learning Centre, the Career Centre, the Teaching Commons (supports teaching development at York) and the YUExperience Hub (supports experiential education at York).
My previously held roles include that of Business Librarian at York University and Wilfrid Laurier University, as well as leadership roles in the area of information literacy at both these universities in committee chair or other leadership positions.
I am very passionate about the role of academic libraries in student learning and success and very much enjoy the public service aspects of my role, including interacting with students in the classroom, as well as being one of the library’s key players in developing our reference and Learning Commons services to enhance the student experience.
At Carrick Enterprises, we talk with librarians about their information literacy goals and their need for assessments that provide specific, immediate, and actionable results. Our customers have questions like these:
What information literacy data can we contribute to our institution's accreditation self study?
How can we demonstrate the value of the library to our campus administrators?
What role do dispositions have in information literacy? How can I understand my students' information literacy dispositions and encourage them?
At what point are students capable of critically assessing the information they encounter?
How does student information literacy differ at lower and upper division levels?
I want a tool that helps us know are we meeting our institutional learning outcome goals for information literacy.
I would like to guide my students in gaining a deeper understanding of their IL strengths and weaknesses. At the beginning of our IL course, I want them to explore what information literacy is and why they need it, as well as get feedback about where they can improve.
What can I tell my faculty colleagues about information literacy outcomes on our campus? I want to have focused conversations with them that lead to common priorities and collaborations.
Carrick Enterprises offers a suite of valid and reliable information literacy assessments to help answer these questions and achieve these goals. Supported by a team of information literacy and measurement experts, these assessment tools produce valuable insights that librarians are using to inform their information literacy efforts. Whether it's identifying areas for growth, looking for evidence of improvement over the course of a student's college career, or bringing formalized assessment to accreditation efforts, the Carrick Enterprises assessments deliver what you need with pricing that respects your budget.
Cynthia Mari Orozco joined the Advisory Board of the Threshold Achievement Test for Information Literacy in 2017. She is Librarian for Equitable Services, East Los Angeles College in Monterey Park and South Gate, California, USA. Cynthia talked with us about promoting information literacy through faculty collaboration and about the importance of recognizing the efforts of our colleagues.
Question: Please tell us what you are working on these days.
We have a small instruction team that oversees a lot of information literacy instruction (ILI) at a relatively large campus, so we're actively seeking strategies to institutionalize information literacy across the campus but also to provide more targeted, intentional ILI. One project we are working on is creating embeddable information literacy content for classroom faculty in Canvas, our campus LMS, to provide faculty with easy-to-adopt resources. We also want to build professional development for classroom faculty in teaching information literacy in a Train the Trainer model, in which faculty learn about information literacy and work with a librarian to embed information literacy in their courses, ideally scaffolded throughout the semester.