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Pamela Price
Director of Library Services
pricep@mccc.edu
Analysis
                                                        2-year Colleges    MCCC


Total respondents                                        180                  69

Gender

Female                                                    117 (65.00%)            40 (57.97%)

Male                                                       63 (35.00%)            29 (42.02%)

Faculty Status

Full time tenure/tenure track                              74 (41.11%)            26(37.68%)

Full time non-tenure track (instructor, lecturer,              3 (1.67%)            1 (1.45%)
specialist)

Part-time adjunct                                         103 (57.22%)      42 (60.87%)
Level Courses taught

Developmental                                              50 (27.78%)            20 (28.99%)

First-year                                                150 (83.33%)            58 (84.06%)

Second-year                                               118 (65.56%)            44 (63.77%)

Years experience teaching college



Less than 3 years                                           17 (9.44%)              5 (7.35%)

3-5 years                                                  35 (19.44%)            13 (19.12%)

6-9 years                                                  35 (19.44%)            21 (30.88%)

More than 10 years                                         93 (51.67%)      29 (42.65%)
                                                

                 Familiarity with Information Literacy             


                                       Two-year          MCCC
                 
                                    Colleges n=180        n=69



I have never heard of IL             17    9.44%          4      5.80%



I have heard of IL                   90 50.00%           37      53.62%


I have similar learning 
outcomes                             76 42.22%           27      39.13%


I have attended an IL 
workshop                             43 23.89%           19      27.54%


I work with librarians on 
building IL                          50 27.78%           22      31.88%
1)       Identifies and addresses information need

                                                                                       61    88.41%
Very important                                           312   88.39%   156   86.67%
                                                                                       6      8.70%
Somewhat Important                                       36    10.20%   20    11.11%
                                                                                       1      1.45%
Not too important                                         3    0.85%     2    1.11%
                                                                                       0      0.00%
Not at all important                                      0    0.00%     0    0.00%
                                                                                       1      1.45%
Don't know                                                2    0.57%     2    1.11%

2) Accesses information effectively and efficiently

                                                                                       57    82.61%
Very important                                           301   85.27%   150   83.33%
                                                                                       11    15.94%
Somewhat Important                                       48    13.60%   27    15.00%
                                                                                       1      1.45%
Not too important                                         3    0.85%     2    1.11%
                                                                                       0      0.00%
Not at all important                                      0    0.00%     0    0.00%
                                                                                       0      0.00%
Don't know                                                1    0.28%     1    0.56%

3) Evaluates and thinks critically about information
                                                                                       67   97.10%
Very important                                           340   97.73%   172   95.56%
                                                                                       2      2.90%
Somewhat Important                                       11    3.12%     7    3.89%
                                                                                       0      0.00%
Not too important                                         0    0.00%     0    0.00%
                                                                                       0      0.00%
Not at all important                                      1    0.28%     0    0.00%
                                                                                       0      0.00%
Don't know                                                1    0.28%     1    0.56%

4) Uses information effectively for a specific purpose

                                                                                       61    88.41%
Very important                                           308   87.25%   154   85.56%
                                                                                       8     11.59%
Somewhat Important                                       42    11.90%   24    13.33%
                                                                                       0      0.00%
Not too important                                         2    0.57%     1    0.56%
                                                                                       1      1.45%
Not at all important                                      0    0.00%     0    0.00%
                                                                                       0      0.00%
Don't know                                                1    0.28%     1    0.56%

5) Uses information ethically and legally
                                                                                       62   89.86%
Very important                                           328   92.92%   163   90.56%
                                                                                       6      8.70%
Somewhat Important                                       21    5.95%    14    7.78%
                                                                                       0      0.00%
Not too important                                         0    0.00%     0    0.00%
                                                                                       1      1.45%
Not at all important                                      2    0.57%     2    1.11%
                                                                                       0      0.00%
Don't know                                                2    0.57%     1    0.56%
P price vale2013
 Larger enrollments in 100-level courses vs 200-level where long papers assigned
 60% adjunct response rate; many teach developmental courses with focus on finding
  information for a narrow/specific purpose
Faculty Ratings of Skill Competency Level of Students
                            # Respondents, Percentage
                                                                                              

                               All Respondents             Two-year colleges           MCCC                  
                  
                                    n=353                       n=180                      n=69
1) Identifies and addresses information need
                                                             5             2.78%         1                 1.45%
Excellent                         22          6.23%
                                                             61           33.89%        26                37.68%
Good

Satisfactory
                                 122

                                 152
                                              34.56%

                                              43.06%
                                                             75           41.67%        25                36.23%   74%
                                                             28           15.56%        11                15.94%
Poor                              45          12.75%
                                                             11            6.11%         6                 8.70%
Don't know                        12          3.40%

2) Accesses information effectively and efficiently
                                                             11            6.11%         2                 2.90%
Excellent                         21          5.95%

Good

Satisfactory
                                  74

                                 155
                                              20.96%

                                              43.06%
                                                             36
                                                             74
                                                                          20.00%
                                                                          41.11%
                                                                                        18
                                                                                        22
                                                                                                          26.09%
                                                                                                          31.88%   58%
                                                             48           26.67%        20                28.99%
Poor                              89          25.21%
                                                             11            6.11%         7                10.14%
Don't know                        14          3.97%

3) Evaluates and thinks critically about information
                                                             4             2.22%         1                 1.45%
Excellent                         10          2.83%


                                                                                                                   54%
                                                             27           15.00%        16                23.19%
Good                              53          15.01%
                                                             66           36.67%        21                30.43%
Satisfactory                     139          39.38%
                                                             74           41.11%        26                37.68%
Poor                             139          39.38%
                                                             9             5.00%         5                 7.25%
Don't know                        12          3.40%

4) Uses information effectively for a specific purpose
                                                             3             1.67%         1                 1.45%
Excellent                         13          3.69%
                                                             43           23.89%        18                26.09%

                                                                                                                   72%
Good                              91          25.85%
                                                             84           46.67%        32                46.38%
Satisfactory                     169          48.01%
                                                             39           21.67%        13                18.84%
Poor                              65          18.47%
                                                             11            6.11%         5                 7.25%
Don't know                        14          3.98%

5) Uses information ethically and legally
                                                             7             3.89%         3                 4.35%

                                                                                                                   58%
Excellent                         18          5.10%
                                                             38           21.11%        14                20.29%
Good                              84          23.80%
                                                             65           36.11%        26                37.68%
Satisfactory                     135          38.24%
                                                             53           29.44%        17                24.64%
Poor                              86          24.36%
                                                             17            9.44%         8                11.59%
Don't know                        30          8.50%
MCCC responding faculty are split on how well our students have acquired IL skills by
graduation.
Library staff question if these are career program faculty whose students enter the job
market after graduation, or are they students looking to transfer either immediately or
in a year or two.
Outcomes
Report on survey results requested by our Faculty Senate:
    Faculty Council on Teaching & Learning (FCTL)
 FCTL discussion led to further work by the FCTL
      Information Literacy sub-committee
 Sub-committee recommended embedding IL in general education
  courses beginning with:
     IST 101 - An intro course to build technological competencies
     CMN 111 - Speech: Human Communication
     CMN 112 - Public Speaking
 Separate from the FCTL, the English department voted to require
  IL in all Freshmen English II classes
 VPAA added IL to the just completed Education Master Plan
 First 30 program, MCCC’s enrollment and retention program, will
  include IL
Looking to the Future
                 Further assessment
                   Answers to questions raised in the survey
Evaluation of current embedded IL in general education and English courses


                             First 30
   Work with faculty to determine which ACRL and NJ Information Literacy
progression competencies are most appropriate for MCCC students taking their
                          first thirty college credits


            Middle States Self-Study
Adjunct Faculty
   Using the college’s online LMS Angel, create
      tutorials for adjunct faculty outreach

     MercerOnline Faculty
   Survey the fastest growing segment for new
   adjunct faculty, and some full-time faculty to
assess their perceptions of IL and plan accordingly
Pamela Price
   pricep@mccc.edu

    U sing Faculty
    Per spectives on
Information   Literacy to
Build Stude nts' Research
         Skills @
     Me  rcer County
   Commu   nity College

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P price vale2013

  • 1. Pamela Price Director of Library Services pricep@mccc.edu
  • 3.     2-year Colleges MCCC Total respondents 180 69 Gender Female 117 (65.00%) 40 (57.97%) Male 63 (35.00%) 29 (42.02%) Faculty Status Full time tenure/tenure track 74 (41.11%) 26(37.68%) Full time non-tenure track (instructor, lecturer, 3 (1.67%) 1 (1.45%) specialist) Part-time adjunct 103 (57.22%) 42 (60.87%) Level Courses taught Developmental 50 (27.78%) 20 (28.99%) First-year 150 (83.33%) 58 (84.06%) Second-year 118 (65.56%) 44 (63.77%) Years experience teaching college Less than 3 years 17 (9.44%) 5 (7.35%) 3-5 years 35 (19.44%) 13 (19.12%) 6-9 years 35 (19.44%) 21 (30.88%) More than 10 years 93 (51.67%) 29 (42.65%)
  • 4.           Familiarity with Information Literacy   Two-year  MCCC   Colleges n=180  n=69 I have never heard of IL 17 9.44% 4 5.80% I have heard of IL 90 50.00% 37 53.62% I have similar learning  outcomes 76 42.22% 27 39.13% I have attended an IL  workshop 43 23.89% 19 27.54% I work with librarians on  building IL 50 27.78% 22 31.88%
  • 5. 1) Identifies and addresses information need 61 88.41% Very important 312 88.39% 156 86.67% 6 8.70% Somewhat Important 36 10.20% 20 11.11% 1 1.45% Not too important 3 0.85% 2 1.11% 0 0.00% Not at all important 0 0.00% 0 0.00% 1 1.45% Don't know 2 0.57% 2 1.11% 2) Accesses information effectively and efficiently 57 82.61% Very important 301 85.27% 150 83.33% 11 15.94% Somewhat Important 48 13.60% 27 15.00% 1 1.45% Not too important 3 0.85% 2 1.11% 0 0.00% Not at all important 0 0.00% 0 0.00% 0 0.00% Don't know 1 0.28% 1 0.56% 3) Evaluates and thinks critically about information 67 97.10% Very important 340 97.73% 172 95.56% 2 2.90% Somewhat Important 11 3.12% 7 3.89% 0 0.00% Not too important 0 0.00% 0 0.00% 0 0.00% Not at all important 1 0.28% 0 0.00% 0 0.00% Don't know 1 0.28% 1 0.56% 4) Uses information effectively for a specific purpose 61 88.41% Very important 308 87.25% 154 85.56% 8 11.59% Somewhat Important 42 11.90% 24 13.33% 0 0.00% Not too important 2 0.57% 1 0.56% 1 1.45% Not at all important 0 0.00% 0 0.00% 0 0.00% Don't know 1 0.28% 1 0.56% 5) Uses information ethically and legally 62 89.86% Very important 328 92.92% 163 90.56% 6 8.70% Somewhat Important 21 5.95% 14 7.78% 0 0.00% Not too important 0 0.00% 0 0.00% 1 1.45% Not at all important 2 0.57% 2 1.11% 0 0.00% Don't know 2 0.57% 1 0.56%
  • 7.  Larger enrollments in 100-level courses vs 200-level where long papers assigned  60% adjunct response rate; many teach developmental courses with focus on finding information for a narrow/specific purpose
  • 8. Faculty Ratings of Skill Competency Level of Students # Respondents, Percentage               All Respondents  Two-year colleges  MCCC                     n=353 n=180 n=69 1) Identifies and addresses information need 5 2.78% 1 1.45% Excellent 22 6.23% 61 33.89% 26 37.68% Good Satisfactory 122 152 34.56% 43.06% 75 41.67% 25 36.23% 74% 28 15.56% 11 15.94% Poor 45 12.75% 11 6.11% 6 8.70% Don't know 12 3.40% 2) Accesses information effectively and efficiently 11 6.11% 2 2.90% Excellent 21 5.95% Good Satisfactory 74 155 20.96% 43.06% 36 74 20.00% 41.11% 18 22 26.09% 31.88% 58% 48 26.67% 20 28.99% Poor 89 25.21% 11 6.11% 7 10.14% Don't know 14 3.97% 3) Evaluates and thinks critically about information 4 2.22% 1 1.45% Excellent 10 2.83% 54% 27 15.00% 16 23.19% Good 53 15.01% 66 36.67% 21 30.43% Satisfactory 139 39.38% 74 41.11% 26 37.68% Poor 139 39.38% 9 5.00% 5 7.25% Don't know 12 3.40% 4) Uses information effectively for a specific purpose 3 1.67% 1 1.45% Excellent 13 3.69% 43 23.89% 18 26.09% 72% Good 91 25.85% 84 46.67% 32 46.38% Satisfactory 169 48.01% 39 21.67% 13 18.84% Poor 65 18.47% 11 6.11% 5 7.25% Don't know 14 3.98% 5) Uses information ethically and legally 7 3.89% 3 4.35% 58% Excellent 18 5.10% 38 21.11% 14 20.29% Good 84 23.80% 65 36.11% 26 37.68% Satisfactory 135 38.24% 53 29.44% 17 24.64% Poor 86 24.36% 17 9.44% 8 11.59% Don't know 30 8.50%
  • 9. MCCC responding faculty are split on how well our students have acquired IL skills by graduation. Library staff question if these are career program faculty whose students enter the job market after graduation, or are they students looking to transfer either immediately or in a year or two.
  • 11. Report on survey results requested by our Faculty Senate: Faculty Council on Teaching & Learning (FCTL)
  • 12.  FCTL discussion led to further work by the FCTL Information Literacy sub-committee  Sub-committee recommended embedding IL in general education courses beginning with: IST 101 - An intro course to build technological competencies CMN 111 - Speech: Human Communication CMN 112 - Public Speaking  Separate from the FCTL, the English department voted to require IL in all Freshmen English II classes  VPAA added IL to the just completed Education Master Plan  First 30 program, MCCC’s enrollment and retention program, will include IL
  • 13. Looking to the Future Further assessment Answers to questions raised in the survey Evaluation of current embedded IL in general education and English courses First 30 Work with faculty to determine which ACRL and NJ Information Literacy progression competencies are most appropriate for MCCC students taking their first thirty college credits Middle States Self-Study
  • 14. Adjunct Faculty Using the college’s online LMS Angel, create tutorials for adjunct faculty outreach MercerOnline Faculty Survey the fastest growing segment for new adjunct faculty, and some full-time faculty to assess their perceptions of IL and plan accordingly
  • 15. Pamela Price pricep@mccc.edu U sing Faculty Per spectives on Information Literacy to Build Stude nts' Research Skills @ Me rcer County Commu nity College