Spring 2013 Dr. Diane Nahl LIS 665 Teaching Information Technology LiteracyUniversity of Hawaii LIS Program

1. Data Analysis &
Data Visualization
Spring 2013| Nahl | LIS 665 Teaching Information Technology Literacy
University of Hawaii | LIS Program

2. Assessment Cycle
Gather Data
Implement Analyze &
the Plan Interpret
Share Data Plan for
& Plan Improvement
Radcliff et al. p. 171
Nahl 2013 LIS 665 Teaching Information Technology Literacy 2

3. Tables & Figures: Naming, Explaining,
and Interpreting Results
Nahl 2013 LIS 665 Teaching Information Technology Literacy 3

4. Figure 1. Demographics:
Types of Libraries
Nahl 2013 LIS 665 Teaching Information Technology Literacy 4

5. Figure 2. Demographics:
Library Departments
Nahl 2013 LIS 665 Teaching Information Technology Literacy 5

6. Data Presentation Exercise:
Write a Complete Title for the Figure and
Labels for the each pre-post bar set
Nahl 2013 LIS 665 Teaching Information Technology Literacy 6

7. Data Presentation Exercise:
Write a Complete Title for the Table and a
Sentence about what these results mean
Nahl 2013 LIS 665 Teaching Information Technology Literacy 7

8. IV & DV Defined
 Independent Variable(s)
 Treatment or Intervention or Condition
 Random Selection & Random Assignment
 Dependent Variable(s) or Dependent
Measure(s)
 Measuring instrument (worksheet, clicker
questions, pre-post test, single test, open-ended
instrument, e.g., Muddiest point, Minute
paper, session evaluation comments, etc.)
 Outcome, results, data (their ratings or scores or
frequencies or other result types)
Nahl 2013 LIS 665 Teaching Information Technology Literacy 8

9. Exercise: Identifying Independent and
Dependent Variables
in Research Article Titles
Evaluation of the Effectiveness of
Two Library Instructional Videotapes
IV: Library videotape 1, Library videotape 2
DV: Effectiveness [evaluated or measured in some way]
Nahl 2013 LIS 665 Teaching Information Technology Literacy 9

10. What is being measured?
Library Jargon: Student Comprehension of
Technical Language Used by Librarians
IV:
DV:
Nahl 2013 LIS 665 Teaching Information Technology Literacy 10

11. What is being done?
What is being measured?
Information Literacy Skills: An Exploratory
Focus Group Study of Student Perceptions
IV:
DV:
Nahl 2013 LIS 665 Teaching Information Technology Literacy 11

12. What is being changed?
What is being measured?
A Comparison of Presentation Formats for
Instruction: Teaching First-Year Students
IV:
DV:
Nahl 2013 LIS 665 Teaching Information Technology Literacy 12

13. What is being altered?
What is being measured?
A Longitudinal Study of the Effects of OPAC
Screen Changes on Searching Behavior
and Searcher Success
IV:
DV:
Nahl 2013 LIS 665 Teaching Information Technology Literacy 13

14. What is being varied?
What is being measured?
Programmatic Assessment: Turning Process Into
Practice by Teaching for Learning
IV:
DV:
Nahl 2013 LIS 665 Teaching Information Technology Literacy 14

15. Statistical Significance Defined
 Only relevant in Experimental Designs (IV DV)
 Statistical Significance: p value <.05
 In 100 different samples, 95% will have the same
mean or average, and only 5% of the samples will
have different means
 Systematic or consistent results, confidence levels
 Significant results vs. Important results (size of the
difference, or size of the correlation)
 Size of the sample (n = 30 minimum, more depending
on type of study and population size)
 Allows generalizing results to a population (as defined
in the study)
Nahl 2013 LIS 665 Teaching Information Technology Literacy 15

16. Correlation Defined
 Relationship between two variables
 Not causal (X does not cause Y) but
related, multivariate, multifactorial, co-occurrence, identify
trends
 Intervening or confounding variables
 Direction [+ positive (up) or - negative (down)]
 Square the correlation (r2) to get its size in Percent (%)
 Magnitude (size of the correlation)
 r = .4 to .6 moderate [16% - 36% due to the X/Y
variables, 84% - 64% due to other unidentified variables]
 r = .6 to .8 strong
 r = .9 near perfect & 1.0 perfect
 Significance (p value <.05) permits applying results from one
sample to the entire population (as defined in the study)
Nahl 2013 LIS 665 Teaching Information Technology Literacy 16

17. Positive Correlation
Figure 1. Correlation for Computer Literacy and Search Success
Nahl 2013 LIS 665 Teaching Information Technology Literacy 17

18. Negative Correlation
Figure 2. Correlation for Computer Anxiety and Search Success
Nahl 2013 LIS 665 Teaching Information Technology Literacy 18

19. Correlation Matrix
Table 1. Correlations for Computer Literacy, Computer Anxiety, Visual Acuity, and Search Success
Computer Search Computer Visual
Literacy Success Anxiety Acuity
Computer 1.0
Literacy
Search Success .87 1.0
Computer -.95 -.83 1.0
Anxiety
Visual Acuity .08 .20 -.09 1.0
Nahl 2013 LIS 665 Teaching Information Technology Literacy 19

20. Correlation Results
Table 2. Correlation for Computer Literacy and Search Success
Literacy and correlation count Z-Test P-Value
Success .807 75 9.491 <.0001
Significant correlations (p = <.05) suggest the results are systematic
and apply to the whole population (as defined in the study)
P < .0001 = 1 sample in 10,000 samples will have a different correlation
P < .001 = 1 sample in 1,000 samples will have a different correlation
P < .01 = 1 sample in 100 samples will have a different correlation
Nahl 2013 LIS 665 Teaching Information Technology Literacy 20

21. Next Week
Nahl 2013 LIS 665 Teaching Information Technology Literacy 21