Project Outcomes
Project Outcomes
List any important outcomes or findings not previously reported:
The MIAVIP program had 55 participants. A combined total of eighteen (18) MOS Exams were administered during the two-6-week cohorts and 70% of the test-takers passed their Exams. One test-taker within the MIAVIP was distinguished by Certiport as a “local champion” in achieving the highest score in the Washington, DC area on the 2019 Word Associate Exam. As a result, Certiport invited the test-taker to compete in the National Microsoft Certification Championship, scheduled during Certiport’s CERTIFIED Educators Conference in Orlando, FL in June 2024. The “champion” test-taker scored in first place during the national competition and was provided an all expense paid trip to the World Microsoft Certification Championship, in Anaheim, CA, where the test-taker ranked in 4th place in the world competition event.
The major challenge faced was the entry into and the navigation of the official Exam environment. Though the GMetrix practice tests simulated the official Exam environment, 30% of the test-takers of the official Exam encountered difficulty in following log-in procedures and in navigating test questions with critical thinking skills, so that the maximum number of Exam scenarios could be completed in a 50-minute test window. However, with the availability of MOS Exam events outside of the MIAVIP cycle, which were also funded by IMLS, the 30% group of MIAVIP participants were afforded Exam re-take opportunities, which resulted in a 50% pass rate in earning the MOS Certification in the application for which they had received virtual instruction.
Though an initial Orientation preceded each 6-week cycle of the MIAVIP this year, which provided a basic outline of the course work and program expectations, the largest discovery after participants were actively engaged in their respective classes was that most had not been accurate in the verbal assessment of their basic computer and of their more-than-elementary application skills. Hence, a pretest would have helped us to identify satisfactory skill levels as a determining factor for participation in the classes. Skill readiness in both areas were critical to the successful engagement of the virtual classes and to the success in passing the MOS Exam and earning the MOS Certification.
For Grow with Google, this year the program experienced the lowest average participation in three years, with an average of 10 participants per class. A new course was also added, on creating Google Websites, reinforcing our commitment to helping participants develop and enhance their tech skills in response to their evolving needs. The program's curriculum covered a wide range of topics, including document creation and collaboration with Google Docs, data analysis with Google Sheets, dynamic presentations using Google Slides, data collection and surveys with Google Forms, and efficient file management through Google Drive.
Digital Inclusion SMART goal for DCPL (optional performance-based year-long goal for public service employees). The purpose of this goal was to expand digital literacy offerings to more DCPL locations by creating a working group among branch staff who are currently or would like to offer digital literacy training at their branches. The group created a cohesive process for both assessing customer interest and developing & evaluating programming. The purpose of the (Mis)Information goal was to activate DCPL staff to tackle the problem of misinformation affecting society. Challenges like the digital divide, political partisanship, and the wildness of the Internet have made accessing accurate and reliable information as difficult as ever, but we as library staff have an important role to play in helping customers identify and use information well.
Please briefly describe the importance of these outcomes and findings for future program planning:
As 70% of the test-takers were successful in steering through the above-cited challenges, The success of the above “champion” test-taker was based on at least the following five factors: their own skill readiness in the Microsoft application; their own competence in the use of their digital device and the virtual platform (ZOOM); their due diligence in completing the multi-media GMetrix assignments; their commitment in investing the time to attend each class session; and the excellence and expertise of the instructor.
For future program planning, clearer program and participant expectations will be communicated through one or more of the following vehicles: 1. A more detailed registration form that identifies application experience, device readiness, time investment, and the ability to read and comprehend English well. 2. A pre-test that reveals aptitude in using a virtual platform, as well as a comfort level with the standard features of a Microsoft application. 3. An Orientation session that covers acceptable participant and program engagement, expectations, and outcomes.
The decline in Grow with Google participation highlights the importance of reexamining program delivery, content, and timing. Offering classes when demand is highest, based on interest surveys or historical attendance patterns, is essential. For instance, if participants express significant interest in March, but the class isn’t offered until August, we risk losing engagement. A more responsive scheduling approach will ensure programs remain relevant and accessible, helping to maintain steady participation rates and meet audience needs effectively.
Participants of the SMART goals contributed to efforts to build inclusive access to digital literacy training across the District of Columbia. Participants developed short, adaptable primers on commonly misrepresented topics using information from library resources. Primers were used along with pop-up programming, which included a quick elevator-pitch style talk on the topic given at a service desk or during other programs and outreach events, etc. These tools were compiled and shared in a community of practice. After having developed a set of primers and testing out related pop-up programming over the course of the spring, participants then helped and presented at a mini conference in late summer 2024 or colleagues from DCPL and other DC organizations.
Explain one or two of the most significant lessons learned for others wanting to adopt any facets of this project:
The MIAVIP program experienced attrition from an initial registration of 79 attendees to 55, in part due to participant assumptions about virtual learning (easier than onsite classroom learning), the need for prior skills in MS office applications, device troubleshooting during the course, and need for attending the entire class without unscheduled interruptions. The Program may need to target the publicity of the MIAVIP to populations that have another level of accountability for their participation in the MIAVIP. Such populations would include, but not be limited to, area colleges and universities where students are accountable to their professors for their engagement with the MIAVIP, and job readiness agencies where job seeking clients are accountable to their career counselors and case managers for their participation in the MIAVIP. In each instance, participants from these populations would have to satisfy the requirements (attendance, scores, etc.) of their referring school or agency for their participation in the MIAVIP, thus encouraging the stability of attendance within the MIAVIP and, hopefully, the increase in the number of passed MOS Exams.
For Grow with Google, timely scheduling is critical - aligning class offerings with periods of high interest ensures better attendance and satisfaction. Using data from surveys and past attendance trends allows programs to stay in sync with participant demand.
The Digital Inclusion coordinator provided a core service of addressing digital literacy needs to customers and staff of DCPL. Their work in providing support and mentorship to the Digital Navigators providing technology programming and help has created nodes of targeted, much needed one-on-one assistance across the DCPL campus. In addition, the coordinator has started leading agency wide initiatives to bring training, awareness, and programming to staff that address the current and future digital literacy needs of DC residents.
Do you anticipate continuing this project after the current reporting period ends:
Yes
Do you anticipate any change in level of effort in managing this project:
No
Explain:
In the next fiscal year, LSTA will only fund the Education Specialist, although the Adult Learning Department will continue to offer the same programs and services with a different mix of local and federal dollars.
Do you anticipate changing the types of activities and objectives addressed by the project:
No
Explain:
Was an evaluation conducted for this project:
No
Was a final written evaluation report produced:
No
Can the final written evaluation report be shared publicly on the IMLS website:
No
Was the evaluation conducted by project staff (either SLAA or local library) or by a third-party evaluator:
Third-Party
What data collection tools were used for any report outcomes and outputs:
Did you collect any media for the data:
What types of methods were used to analyze collected data:
Other:
How were participants (or items) selected:
What type of research design did you use to compare the value for any reported output or outcome:
