Strike while the iron is hot! Bringing Information Literacy into Campus Assessment Efforts (some rights reserved Scott Adams) Jeanne Davidson & Anne-Marie.

Strike while the iron is hot!

Bringing Information Literacy into Campus Assessment Efforts

(some rights reserved Scott Adams)

Jeanne Davidson & Anne-Marie Deitering: WILU35: 11 May 2006

A few small tasks…

Who’s watching?

How we started

Campus partners

Results & next steps

What we learned

Accreditation is the means

of self-regulation and peer

review adopted by the

educational community.

The accrediting process is

intended to strengthen

and sustain the quality

and integrity of higher

education, making it

worthy of public

confidence and minimizing

the scope of external

control.

-- MSCHE, Characteristics of

Excellence in Higher Education

What do you have to do to show you’re doing a good job?

Some rights reserved (Be_Still)

some rights reserved (Distinguish)

Degree Program Proposal Checklist

(Alberta Advanced Education, November 2005)

NWCCU Standard Four: Faculty

Required documentation for Standard 4, Adopted 1992, revised 2001

some rights reserved (Fez)

Accountability

Asking

the

right

questions

Some rights reserved (Be_Still)

What should we be asking?

Shifting focus

From To

learningteaching

inputs & outputs

outcomes

new program reviews

iterative, ongoing assessment

Peggy Maki, Assessing for Learning

QUALITY

Looking at user communities from the perspective of the library.

The library in the life of the institution.

Looking at the library from the “customer’s” perspective.

Aligning with campus goals

Defining what you bring to the table

When the pressure to assess is on:

Striking while the iron is hot.

About OSU

19,000 Undergraduate thru Ph.D.

Land grant, publicly funded

7 Colleges

Common baccalaureate core

Library instruction program

ACRL Standards –first try

ACRL/ILCS were difficult to use.

Our program was reactive & inefficient.

Process itself proved useful.

Meanwhile…

Research as a Conversation

eavesdropping

entering

engaging

The information literate student determines the nature and extent of the information needed.

The information literate student accesses needed information effectively and efficiently

The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.

The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.

The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

Successful learners…

Recognize the need for information

Find information efficiently

Learn from information gathered

Use information effectively

Are you using information literacy competencies or standards?

Some rights reserved (Be_Still)

Shared goals

Shared challenges

Diversity

Expertise

Connections

Campus Conversations

Conversations with faculty

6-9 per group

Designate a note-taker & facilitator

Listen!

Script your questions

Spend your time on key questions

First draftInterpret a citation or reference to a particular book, article or other piece of information and use that reference to find the cited source.

Understand the economic and legal place of information in a capitalist society and can weigh the costs and benefits of retrieving different pieces of information.

Identify the parts of a citation that will lead them to a source of information, regardless of format

Analyze the costs and benefits of retrieving particular information sources, recognizing that there may be economic, social, political or legal restrictions to consider.

Redraft

ResultsLibrarians starting new conversations.

Stronger library-wide commitment to

Librarians’ expertise recognized.

Faculty incorporating IL more broadly.

Faculty extending the conversation.

student success goals.

Next steps

next stepsSome rights reserved (Malingering)

Mapping outcomes to competencies

Mapping to the curriculum

Some rights reserved (Mr. Wind-up Bird)

Curriculum

survey

“How can I teach this right now?”

Learning Objects

Classroom Assessment Techniques

Faculty workshops

Next next stepscompetency

assignmentsoutcome

lesson plans

tutorials

learning objects

teaching tools

(Tracking use & placement in the curriculum)

assessments

CATs

quizzes

rubrics

What we learned

√ Bring something to the table.

√ Strike while the iron is hot.

√ Food brings people together.

√ Tell others how they can help you.

√ People need to see themselves in what you’re doing.

WILU35: Charting a course for instruction

11 May 2006

Questions?

Thank you!