Assessing Information Literacy

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Presentation for the IBL cafe on 23rd October 2007

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  • Assessing Information Literacy

    1. 1. Assessing Information Literacy Lyn Parker (Library - l.a.parker@sheffield.ac.uk) Jane Rempel (Department of Archaeology - j.rempel@sheffield.ac.uk)
    2. 2. Library aims <ul><li>Student engagement </li></ul><ul><li>Embed in curriculum by working with departments </li></ul><ul><li>Sheffield graduates be ‘information literate’ </li></ul><ul><li>Explicit learning outcomes to include IL </li></ul><ul><li>Appropriate assessment of all aspects of IL </li></ul>
    3. 3. What is appropriate IL assessment? <ul><li>Need to assess understanding/critical thinking rather than knowledge or IT ability </li></ul><ul><li>Align with SCONUL 7 pillars so covers all IL </li></ul><ul><li>Needs to be relevant to what student expected to do in that module; to the real world </li></ul><ul><li>Appropriate to the level; what is the difference between level 1 and level 3 or 4? </li></ul><ul><li>How long is it going to take to mark and provide useful feedback? </li></ul>
    4. 4. http://www.sconul.ac.uk/
    5. 5. Benchmarking
    6. 6. Suggestions – Multiple choice quiz <ul><li>Surface versus deep learning </li></ul><ul><li>Difficult to write meaningful questions </li></ul><ul><li>Useful as a diagnostic test or at 1st year level </li></ul><ul><li>Quick to mark as through WebCT </li></ul><ul><li>May be self reporting so student perception rather than ability </li></ul>
    7. 7. Annotated bibliographies <ul><li>Have to critically evaluate information and its use for different purposes </li></ul><ul><li>1 reading list for different essay questions </li></ul><ul><li>Range of formats – include websites, images, journal articles, as well as books </li></ul><ul><li>Presentation can be part of portfolio, web page, oral presentation </li></ul>
    8. 8. Other Possibilities <ul><li>Before and after mind maps (DIS) </li></ul><ul><li>Reflective blogs </li></ul><ul><li>Include plan of search strategies and sources searched as appendix </li></ul><ul><li>Book review/Literature review </li></ul><ul><li>Group presentation of a resource list with individual annotations </li></ul>
    9. 9. Assessing IL in Archaeology: the context <ul><li>Recognition of need to make IL provision in levels 1-3 more explicit and effective </li></ul><ul><li>In the context of new L&T initiatives in the department </li></ul><ul><ul><li>LTDG at level 1; CILASS at levels 2&3 </li></ul></ul><ul><li>Library resources available to support project </li></ul>
    10. 10. Assessing IL: Level 1 <ul><li>Customised Library Information Skills tutorials available in student ‘hub’ in MOLE </li></ul><ul><li>Level-wide IL assessment </li></ul><ul><ul><li>Multiple choice plagiarism quiz (Plagiarism) </li></ul></ul><ul><ul><ul><li>Completion with a pass grade linked to sign-up for compulsory field school </li></ul></ul></ul><ul><li>Module-specific IL assessment (AAP108) </li></ul><ul><ul><li>Annotated bibliography (Evaluating Information) </li></ul></ul><ul><ul><li>Essay with explicit referencing criteria (Harvard Referencing) </li></ul></ul><ul><ul><ul><li>Peer review </li></ul></ul></ul><ul><ul><li>Traditional essay </li></ul></ul>
    11. 11. Assessing IL: what next? <ul><li>Plans for level 2 </li></ul><ul><ul><li>Incorporation of an IL component into assessment of one core module </li></ul></ul><ul><li>Bumps in the road </li></ul><ul><ul><li>Burdens on core modules </li></ul></ul><ul><ul><li>CILASS, RLT, MOLE, IL: alphabet overload </li></ul></ul><ul><ul><li>Who, when and how? </li></ul></ul>
    12. 12. Discussion? <ul><li>What forms of assessment are you using? </li></ul><ul><li>Would you recommend any in particular? </li></ul><ul><li>How do you ensure that all 7 pillars are covered within a programme? </li></ul><ul><li>Would you recommend any form of assessment with particular year groups/subjects? </li></ul><ul><li>How can the Library/CILASS/ILN support you in this? </li></ul>

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