Document Type
Contribution to a book
Version
postprint
Publication Date
2024
Abstract
This chapter discusses the findings of a study that used Project Outcome (PO) to assess the effectiveness of library programming for first-year writing courses in different colleges at a mid-sized public university. The purpose of this study was twofold. First, PO data was used to compare student feedback on library support across multiple college writing programs to measure the success of library programming for all incoming first-year students. Second, the PO data was used to set a benchmark for future assessment with the expansion of the library programming for a first-year gateway course. We are not concerned with benchmarking across institutions. For this study, data comes from library programming for first-year writing courses from the College of Engineering and Aviation (CEAS) and the College of Arts and Sciences (CAS), as well as data from a higher-level writing course for the Haworth College of Business (HCOB). The analysis looks at the quantitative and qualitative data captured in the PO immediate instruction survey. We used the immediate survey and not the follow up survey because we have more control over distributing them during class time and we get a higher response rate. For the purposes of this study, qualitative responses from question five on the survey— “What did you like most about this program/service?”—are used to interpret PO’s quantitative data.
WMU ScholarWorks Citation
Langan, Kathleen A.; Guth, LuMarie; and McGlothlin, Dylan, "Assessing Information Literacy Programs for First-Year Writing Courses at a Public University" (2024). University Libraries Faculty & Staff Publications. 57.
https://scholarworks.wmich.edu/library_pubs/57
Published Citation
Langan, K., Guth, L., & McGlothlin, D. (2024). Assessing Information Literacy Programs for First-Year Writing Courses at a Public University. G. Parsons-Diamond, ed. Assessment and Advocacy: Using Project Outcome for Academic Libraries. ACRL.
