Learning OutcomesInformation Literacy
AssessmentStudent Success
Courtney MlinarNSU Libraries
Fall 2011
2 categories of Faculty perception:Research requirement for course?
Yes
No
More Faculty Perception:Faculty require research componentThey are aware: students not information
literateThey know: library instruction improves skillsThey disagree: point where students should
acquire skills
Skills vs. KnowledgeSkills (music, math, language): require
practice and reviewKnowledge: building blocks
Information LiteracyCombination of skills and knowledge:Knowledge: how information is organized, how
to ethically use informationSkills: researching, writing, citation formats,
managing bibliographic information, organizing resources into logical and sound research
Developing institutionalinformation literacy awareness:Committed administrationStaff Development- ACLR Instruction
Proficiencieshttp://www.ala.org/ala/mgrps/divs/acrl/standards/profstandards.cfm
Attention to National StandardsACRL Information Literacy Standards-http://www.ala.org/ala/mgrps/divs/acrl/standards/index.cfm
Staff Proficiencies:Awareness of ACRL StandardsKnow Learning Outcomes for NSU Programs
that are associated with information literacyLearn which courses within the curriculum
are research-oriented and faculty who teach these courses
Communication between reference and instruction to identify gaps
Basic Skills:Recognize need for informationKnowledge of appropriate resourcesConstruct strategies to locate informationEvaluate informationOrganize, apply, communicate informationSynthesize informationUse information ethically and appropriately
What we know about skills:Students learn research skills better if they
are assessed on them
Students motivation:Information seeking
Vs.
Coping strategies
Student research methodologyChaotic
Vs.
Strategic
Obstacles:Lecture timeFaculty unaware of library resources/servicesFaculty doubts teaching capability of
librarian
Assessment Types:AttitudinalOutcomes-basedGap-measurementPre-Post testingAssessment within the course (rubric)
Assessment can improve- by changing thetiming of instruction
Point-of-care instruction before assessmentVs.
All-purpose instruction given at a time that is not related to the assessment
EducationRe-invents the wheel every 15-20 years…
Learning OutcomesMeasure what students are learning as a
result of our teaching: puts focus of teaching on students instead of test scores.
Students who analyze their learning process become better learners
Assessment on learning outcomes helps students identify their learning gaps and evaluate their learning experience
Instructional Design:Sample questions to use as a template or
model-
1. OutcomeWhat do you want the student to be able to do?
2. CurriculumWhat does the student need to know in order to
perform or demonstrate the outcome?
3. PedagogyWhat type of instruction will best enable the
learning?
4. AssessmentHow will the student demonstrate the learning?
5. Criteria/rubrics for evaluationHow will I know the student has done this well?
Goals and Outcomes: ResourcesACRL Information Literacy Competency
Standards for HEObjectives for Information Literacy
Instruction: a Model Statement for Academic Librarians
Framework for 21st Century SkillsIndividual Academic/Professional Standards
or Curricular Outcomes associated with Information Literacy
AssessmentOutcomes should be measurableMethods and Tools:SurveysFocus groupsInterviews and observationsTestsRubricsPerformance assessments