Implementing ACRL’s Assessment in Action Program at UNCG Libraries to Meet the Information Literacy Needs of Incoming Transfer Students

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jenny Dale, Information Literacy Coordinator and Associate Professor (Creator)
Karen Stanley Grigg, Science Liaison Librarian (Creator)
Lea Leininger, Health Sciences Reference Librarian (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: In the fall of 2014, a team of librarians at University of North Carolina at Greensboro (UNCG) Libraries surveyed incoming transfer students to determine their information literacy skills and needs. Based on demographic questions as well as questions designed to gauge information literacy skills, initial results indicated that older transfer students and students transferring from community colleges were least knowledgeable about basic information literacy concepts, and that students from all educational backgrounds who had attended library instruction sessions were more knowledgeable. Based on the results of this study, members of the UNCG Transfer Student Research Project submitted a proposal for further research on incoming transfer students to the Association of College and Research Libraries (ACRL)’s Assessment in Action: Academic Libraries and Student Success program. The team for this project included stakeholders from the libraries and other campus units. Two research studies were implemented in order to study the research skills and needs of incoming transfer students: a pre-test, intervention, and post-test assessment in a course designed for transfer and adult students and a follow-up survey of second year transfer students that assessed information literacy skills. The follow-up study compares students who had librarian interventions during their first year at UNCG with those who did not, and also compares the skills of students from a variety of transfer institutions, majors, age ranges, and time lapse between educational experiences. In the two Assessment in Action studies, there were fewer significant links between library instruction and information literacy skills, but both studies indicated a significant gain in comfort with library research and with contacting subject librarians for consultations.

Additional Information

Proceedings of the Library Assessment Conference
Language: English
Date: 2016
Library assessment, Academic libraries, Information literacy, Transfer students

Email this document to