Charles - Advancing information literacy: ensuring accountability via assessment

ADVANCING INFORMATION LITERACY:

ACCOUNTABILITY VIA ASSESSMENT

LESLIN CHARLES

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EXPECTATIONS

A RATIONALE FOR INFORMATION LITERACY ASSESSMENT

OUR IL ASSESSMENT PLAN

STRATEGIES TO ASSESS STUDENT LEARNING OUTCOMES

QUESTIONS AND ANSWERS

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ASSESSMENT: WHY?

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WHY ASSESSMENT? ACCREDITATION

Standard 12 ‘ Many aspects of Information Literacy are essential components of general education…It is the role of faculty members to define the desired student outcome, to outline where in the curriculum certain skills are developed and practiced…’

Middle States Commission on Higher Education. ‘Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum’

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WHY ASSESSMENT? ACCREDITATION

‘Information Literacy is an essential component of any educational program at the graduate and undergraduate levels…applies to all disciplines in an institution’s curricula…’

Middle States Commission on Higher Education. ‘Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum’

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WHY ASSESSMENT? QUESTIONS ADDRESSED

Does IL affect student success?

Where do students learn IL skills?

What role does the library play in the IL competencies of our students?

Are the resources allocated to library instruction worthwhile for the institution?

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WHY ASSESSMENT? INSTITUTIONAL & DEPARTMENTAL VALUE

Continuous improvement

To learn from our success and challenges

To ensure standards

To demonstrate our value in clear and measurable ways

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OUR INFORMATION LITERACY PROGRAM: MISSION STATEMENT

Prepares students to be successful lifelong learners who are agile information seekers that adapt to changing modes of information delivery and are selective, critical, ethical users of information in all formats.

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OUR INFORMATION LITERACY PROGRAM: GOALS & OBJECTIVES

Plan, develop, and deliver IL services and programs to the College community

Integrate IL competencies into the College curriculum

Support student lifelong learning and critical thinking skills

Provide training/professional development for Reference/Instruction Librarians

Sustain the Library Liaison Program

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ASSESSMENT: WHAT?

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ASSESSMENT: WHO?

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ASSESSMENT: HOW?

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INFORMATION LITERACY ASSESSEMENT PLAN

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Lesson/Assessment Plans

Student Performance Assessments

Librarian Self Assessment Plan

Librarian Peer Assessment Plan

External Assessment Tool: SAILS

Program Review

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DEFINE LEARNING OUTCOME/S

IDENTIFY ASSESSMENT STRATEGIES

QUANTITATIVE

QUALITATIVE

ANECDOTAL

PROFESSIONAL JUDGMENT

DEFINE CHANGES

ASSESSMENT ISCYCLICAL

IL INSTRUCTION LESSON/ASSESSMENT PLAN

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SAMPLE LESSON/ASSESSMENT PLAN

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ENVISION WHAT THE LEARNER WILL BE ABLE TO DO AS A RESULT OF THE SESSION

LEARNING OUTCOMES & ASSESSMENT PLANNING

WHAT SKILLS DO MY STUDENTS NEED THAT ARE ESSENTIAL TO THE OUTCOME/S?

WHAT ASSESSMENT TASKS MATCH THE SKILL THAT I WANT TO TEACH?

CHOOSE LEARNING OUTCOMES THAT ARE ACTIONABLE

CHOOSE LEARNING OUTCOMES THAT ARE MEASURABLE

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FACTORS AFFECTING STUDENT LEARNING CAN DETERMINE YOUR ASSESSMENT STRATEGIES

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STUDENTS ARE DIGITAL NATIVES

Used to receiving information quickly

Prefer to receive graphics before text

Function best when networked/team oriented

Thrive on instant gratification and frequent rewards

Prefer games to ‘serious’ work and like to ‘do’ things

PERFORMANCE ASSESSMENTS

Brief Quizzes

Utilize images in place of text in multiple choice tests if appropriate

Utilize blogs and discussion boards for reflective learning

Audience response systems provide formative and summative assessment opportunities

Jigsaw Classroom

KNOW YOUR STUDENTSFACTORS AFFECTING STUDENT LEARNING

ALLWAYS DEFINE EXPECTATIONS

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STUDENT PERFORMANCE ASSESSMENT STRATEGIES

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STUDENT PERFORMANCE ASSESSMENT STRATEGIES

The Hot Seat Challenge

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LIBRARY INSTRUCTION ASSESSMENT

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IL INSTRUCTOR ASSESSMENT IS TRIFOLD

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SELF ASSESSMENTEVERY QUARTER

PEER ASSESSMENTTWICE PER YEAR

FACULTY ASSESSMENT SOLICITEDOCCASIONALLY

IL INSTRUCTOR ASSESSMENT

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LIBRARIAN SELF ASSESSMENT

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TRACK USEAGE STATISTICS: E.G. LIBGUIDES

CLASS/INSTRUCTOR DATE OF VISIT

JANUARY FEBRUARY MARCH TOTAL

ENG 105 BONNAFONS JANUARY 26, 2011

44 45 27 116

ENG 105 BOROS JANUARY 28, 2011

8 35 102 145

ENG 105 HURTES FEBRUARY 15, 2011

8 176 11 195

ENG 105 OLSON MARCH 3, 2011

- - 59 59

ENG 105 STOLER JANUARY 11, 2011

22 91 17 130

ENG 106 OLSON MARCH 4, 2011

- - 83 83

TOTALS 82 347 299 728

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PEER ASSESSMENT

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FACULTY FEEDBACK

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IL PROGRAM ASSESSMENT

INSTITUTIONAL REVIEW

PROJECT SAILS

PRE-TESTING

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PROJECT SAILS: OVERVIEW

Web based, multiple choice test developed by Kent State University

4 of 5 ACRL Information Literacy Standards are tested in the form of 8 skill sets

Students remain anonymous to Kent State

Students answer 45 questions

Results are presented as a cohort or as individual student scores

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PROJECT SAILS: SKILL SETS MEASURED

DEVELOPING A RESEARCH STRATEGY

SELECTING FINDING TOOLS

SEARCHING

USING FINDING TOOL FEATURES

RETRIEVING SOURCES

EVALUATING SOURCES

DOCUMENTING SOURCES

UNDERSTANDING ECONOMIC, LEGAL, & SOCIAL ISSUES

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If you find a very good article on your topic, the most efficient source to find related articles is:

A A Bibliography from the article

B B Library Catalog search

C C Other volumes of the journal

D D Web search

E E Dissertation Abstracts Search

ACTING ON YOUR RESULTS/FINDINGS

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ACTING ON ASSESSMENT RESULTS

STANDARD 1: Determines the Nature and Extent of Information Needed

STANDARD 5: Understands many of the Economic, Legal, and Social Issues Surrounding the Use of Information

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LIBERAL ARTS & SCIENCES ASSESSMENT PLAN:Students will define and articulate the need for Information and access this information efficiently and effectively

INFORMATION LITERACY RUBRIC

STANDARD 1 INTEGRATED INTO GEC 100 LEVEL COURSES

ICLICKERS AND GENERAL COURSE RUBRIC

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ENG 105 CHANGES

ALL SYLLABI HAVE SAME LEARNING OBJECTIVE ‘STUDENTSWILL PARTICIPATE IN A LIBRARY ORIENTATION THAT

INTRODUCESTHEM TO THE LIBRARY RESOURCES AND INFORMATION

LITERACY’

LIBRARY ORIENTATION CHANGESCONTENT CHANGED TO FOCUS ON ‘THE NATURE OF INFORMATION NEEDS’

NEW USER ORIENTATION EXPERIENCE CREATED

ASSESSED VIA QUIZZES ATTACHED TO EACH SEGMENT

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ASSESSMENT INFLUENCES CURRICULUM CHANGE

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ASSESSMENT INFLUENCES CURRICULUM CHANGE

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ASSESSMENT STRATEGIES: ONLINE ENVIRONMENT

Student Surveys

Discussion Board Rubric

Blogs

Faculty Feedback

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Student Comment:

IT WAS INFORMATIVE AND I WAS ABLE TO USE THE PRESENATIONS AND DISCUSSIONS AS REFERENCE GUIDES

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Student Comment:

THE STRONGEST POINTS WERE THE NUMEROUS FORMATS TAKEN TO REACH OUT TO EACH INDIVIDUAL. SHE PUT THINGS IN PERSPECTIVE FOR MY UNDERSTANDING. THE WEAKEST POINT IS THAT I COULDN’T HAVE THIS PROFESSOR IN ALLMY CLASSES

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OVERVIEW

DEFINEGOALS

STUDENT ASSESSMENT

SELF ASSESSMENT

PEER ASSESSMENT PROGRAM

ASSESSMENT

ACT ON RESULTS

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Assessment…

Assists to change misconceptions of librarians

Assessment…

Influences and defines new directions

Assessment…

Assists us in creating a culture of assessment

See ASSESSMENT as Our ALLY

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BIBLIOGRAPHY

Association of College and Research Libraries. ACRL Information Literacy Competency Standards for Higher Education. 2000.

Association of College and Research Libraries. Standards for Proficiencies for Instruction Librarians and Coordinators. 2007.

Middle States Commission on Higher Education. ‘Developing Research and Communication Skills:Guidelines for Information Literacy in the Curriculum.’

Oakleaf, Megan. ‘Writing Information Literacy AssessmentPlans: A Guide to Best Practice.’ Communications in Information Literacy, 2009.

Sweeney, Richard. Millennial Behaviors and Higher Education Focus Group Results. How are MillennialsDifferent From Previous Generations at the Same Age? <http://library1.njit.edu/staff-folder/sweeney>.

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THANK YOU!

LESLIN CHARLESCOODINATOR, INFORMATION LITERACY INSTRUCTION

BERKELEY COLLEGE

[email protected]

Charles - Advancing information literacy: ensuring accountability via assessment

Education

information literacy program

developing research

assessment project sails

information literacy

research libraries

higher education

communication skills

assessment acting