Article+Summary

Assessment and Evaluation of ILI Article Summary
In this article the author Andrew Walsh attempts to provide a broad overview of the assessment tools that are being employed to determine the effectiveness of information literacy instruction. This article is not an attempt to make a qualitative judgment as to the best tools to employ in this process, it is merely an attempt to find what methods are available and provide descriptions for implementation. Walsh states that this article should be viewed as a “jumping off point” for librarians that are looking to introduce assessment of information literacy into their institutions. (Walsh 2009)
 * Walsh, A. (2009). Information literacy assessment: Where do we start? Journal of Librarianship and Information Science, 41, 19-29. **

Walsh gathered ninety-one studies of information literacy assessment and reviewed the tools employed. He searched for the studies in relevant databases, such as, LISA, LISTA, ERIC and CINAHL. He utilized key words such as information literacy, measurement, and assessment. Having located these studies, he broke them down into the various assessment methods that were employed and examined each model.

Walsh identifies ten methods of evaluating information literacy assessment; Analysis of Bibliographies, Essay, Final Grades, Multiple Choice, Questionnaire, Observation, Portfolio, Quiz/test, Self Assessment, and Simulation. These methods are ranked and presented according to the frequency of which they are used. The most common method being multiple choice tests (34.1%) on down to simulations (2.2%). He describes the different ways in which the methods are implemented in the studies. He also discusses the advantages and disadvantages of each method focusing on the type of data that is being collected, the practicality of the test and its effectiveness with various audiences. Walsh comments on whether there is a way in which the reliability of each method can be can be tracked and verified.

Walsh suggests that a librarian who is deciding on a particular method of assessing information instruction literacy, it is important to consider their situation in order to find the best method. The librarian should identify whether the goal of the assessment is to review a specific instructional session or information literacy from behavioral sense. The size of the group being assessed should be considered as some methods work better with smaller groups and some can be modified for larger groups. Each method is different and the librarian should examine them to find the best method for their needs. In conclusion, librarians should try to find a balance between the reliability of an assessment method and the ease in which it is administered. Librarians should not opt simply for one method simply because it is easy to administer and review. In the same it is simply not practical to implement some methods solely for the purpose of absolute reliability. Walsh presents these methods in hopes of providing librarians with insight on how to proceed with information literacy instruction assessment and encourages his readers to find the best one for their institutions.