Methods of adressing information literacy - assements

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TTT in Tallin - Session 9 by Albert Boekhorst on 23.08.2008

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Methods of adressing information literacy - assements

  1. 1. Assessment <ul><li>Albert K. Boekhorst </li></ul><ul><li>Universiteit van Amsterdam </li></ul><ul><li>University of Pretoria </li></ul><ul><li>Tallinn University </li></ul>
  2. 2. So far ‘ Information literacy’ <ul><li>Is a container concept </li></ul><ul><li>It’s a dynamic concept </li></ul><ul><li>Being ‘Information Literate’ is a competence : </li></ul><ul><ul><li>a critical Attitude about: </li></ul></ul><ul><ul><ul><li>What am I doing? </li></ul></ul></ul><ul><ul><ul><li>What for am I doing this? </li></ul></ul></ul><ul><ul><ul><li>With what am I doing this? </li></ul></ul></ul><ul><ul><li>Knowledge about: </li></ul></ul><ul><ul><ul><li>the organization and quality of information resources and -channels </li></ul></ul></ul><ul><ul><ul><li>acquiring access to information </li></ul></ul></ul><ul><ul><li>Skills : being able to use required skills and technology </li></ul></ul><ul><li>It’s a part of Life Long Learning </li></ul>
  3. 3. Definition <ul><li>Assessment is a process of gathering and documenting information about the achievement, skills, abilities, and personality variables of an individual. </li></ul>
  4. 4. Description <ul><li>Assessment is used in both an educational and psychological setting by teachers, psychologists, and counselors to accomplish a range of objectives. </li></ul>
  5. 5. These include the following: <ul><li>to learn more about the competencies and deficiencies of the individual being tested </li></ul><ul><li>to identify specific problem areas and/or needs </li></ul><ul><li>to evaluate the individual's performance in relation to others </li></ul><ul><li>to evaluate the individual's performance in relation to a set of standards or goals </li></ul><ul><li>to provide teachers with feedback on effectiveness of instruction </li></ul><ul><li>to evaluate the impact of psychological or neurological abnormalities on learning and behavior </li></ul><ul><li>to predict an individual's aptitudes or future capabilities </li></ul>
  6. 6. Modes of assessment <ul><li>Expert assessment </li></ul><ul><li>Self assessment </li></ul><ul><li>Peer assessment </li></ul>
  7. 7. Types <ul><li>Formative and summative </li></ul><ul><li>Objective and subjective </li></ul><ul><li>Referencing: </li></ul><ul><ul><li>criterion-referenced </li></ul></ul><ul><ul><li>norm-referenced </li></ul></ul><ul><ul><li>ipsative </li></ul></ul><ul><li>Informal and formal </li></ul>
  8. 8. Summative and Formative <ul><li>Summative assessment </li></ul><ul><ul><li>generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. </li></ul></ul><ul><li>Formative assessment </li></ul><ul><ul><li>generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes. </li></ul></ul>
  9. 9. <ul><li>http://www.reference.com/search?q=assessment </li></ul><ul><li>http://en.wikipedia.org/wiki/Assessment </li></ul>
  10. 10. Instruments <ul><li>(digital) portfolio </li></ul><ul><li>assessment / development center </li></ul><ul><li>Overall test </li></ul><ul><li>Criterium oriented interview </li></ul><ul><li>Competence test </li></ul><ul><li>Assessment talk </li></ul><ul><li>(Dochy en Nickmans 2005) </li></ul>
  11. 11. What do you need? <ul><li>Standards – norms </li></ul><ul><li>ALA / ISLMA Information Literacy Standards for Student Learning </li></ul><ul><ul><li>http://21cif.imsa.edu/resources/materials/survey/standards/alastandards.htm </li></ul></ul><ul><ul><li>http:// www.ala.org / ala / aasl / aaslproftools / informationpower / InformationLiteracyStandards _ final.pdf </li></ul></ul><ul><li>ACRL </li></ul><ul><ul><li>http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.cfm </li></ul></ul>
  12. 12. ALA <ul><li>Levels of Proficiency items for the indicators within each standard </li></ul><ul><li>In Information Power: Building Partnerships for Learning: </li></ul><ul><ul><li>Standards in Action that provide examples of potential situations requiring information literacy for each standard </li></ul></ul><ul><ul><li>Examples of Content-Area Standards for each standard </li></ul></ul>
  13. 13. <ul><li>ISBN-13: 978-0-8389-3470-8 ISBN-10: 0-8389-3470-6 © 1998 </li></ul><ul><li>Price: $35.00 224 pages </li></ul>
  14. 14. ALA 3 Categories <ul><li>Information Literacy </li></ul><ul><li>Independent Learning </li></ul><ul><li>Social Responsibility </li></ul>
  15. 15. Category I: Information Literacy <ul><li>Standard 1: The student who is information literate accesses information efficiently and effectively. </li></ul><ul><li>Standard 2: The student who is information literate evaluates information critically and competently. </li></ul><ul><li>Standard 3: The student who is information literate uses information accurately and creatively. </li></ul>
  16. 16. Category II: Independent Learning <ul><li>Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests. </li></ul><ul><li>Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. </li></ul><ul><li>Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation. </li></ul>
  17. 17. Category III: Social Responsibility <ul><li>Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society. </li></ul><ul><li>Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. </li></ul><ul><li>Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. </li></ul>
  18. 18. Standard 1 Indicators <ul><li>Indicator 1. Recognizes the need for information </li></ul><ul><li>Indicator 2. Recognizes that accurate and comprehensive information is the basis for intelligent decision making </li></ul><ul><li>Indicator 3. Formulates questions based on information needs </li></ul><ul><li>Indicator 4. Identifies a variety of potential sources of information </li></ul><ul><li>Indicator 5. Develops and uses successful strategies for locating information </li></ul>
  19. 19. ACRL <ul><li>5 Competency Standards </li></ul><ul><ul><li>Performance Indicators </li></ul></ul><ul><ul><ul><li>Outcomes: </li></ul></ul></ul>
  20. 20. ACRL Competency Standards <ul><li>1: The information literate student determines the extent of the information neede </li></ul><ul><li>2: The information literate student accesses needed information effectively and efficiently </li></ul><ul><li>3: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system </li></ul><ul><li>4: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose </li></ul><ul><li>5: 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 </li></ul>
  21. 21. Competency Standard One: <ul><li>The information literate student determines the extent of the information needed. Performance Indicator 1: The information literate student defines and articulates the need for information. </li></ul><ul><li>Outcomes include: 1.1.c. Explores general information sources to increase familiarity with the topic </li></ul><ul><ul><li>Describes the difference between general and subject-specific information sources. </li></ul></ul><ul><ul><li>Demonstrates when it is appropriate to use a general and subject-specific information source (e.g., to provide an overview, to give ideas on terminology). </li></ul></ul>
  22. 22. Standard One <ul><li>The information literate student determines the nature and extent of the information needed. </li></ul><ul><li>Performance Indicators: </li></ul><ul><ul><li>The information literate student defines and articulates the need for information. </li></ul></ul><ul><li>Outcomes Include: </li></ul><ul><ul><li>Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need </li></ul></ul><ul><ul><li>Develops a thesis statement and formulates questions based on the information need </li></ul></ul><ul><ul><li>Explores general information sources to increase familiarity with the topic </li></ul></ul><ul><ul><li>Defines or modifies the information need to achieve a manageable focus </li></ul></ul><ul><ul><li>Identifies key concepts and terms that describe the information need </li></ul></ul><ul><ul><li>Recognizes that existing information can be combined with original thought, experimentation, and/or analysis to produce new information </li></ul></ul>
  23. 23. Information policy <ul><li>Describe present situation </li></ul><ul><ul><li>Staff </li></ul></ul><ul><ul><li>Equipment </li></ul></ul><ul><ul><li>Facilities </li></ul></ul><ul><ul><li>Instruction </li></ul></ul><ul><li>Describe required situation </li></ul><ul><li>Describe transformation process </li></ul>
  24. 24. Team <ul><li>Stakeholders </li></ul><ul><ul><li>Management institute/school </li></ul></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><li>‘ Librarians’ </li></ul></ul><ul><ul><li>ICT staff </li></ul></ul><ul><ul><li>… </li></ul></ul><ul><li>Start with small team of ‘sympathetics’ </li></ul>
  25. 25. <ul><li>Each team member fills document and calculates score </li></ul><ul><li>Discussion on outcomes </li></ul>
  26. 27. <ul><li>Standards after each year </li></ul><ul><li>Standards after a phase </li></ul><ul><li>End terms </li></ul>
  27. 28. Result <ul><li>Matrix </li></ul><ul><ul><li>Items </li></ul></ul><ul><ul><li>Responsabel persons </li></ul></ul><ul><ul><li>Priority list </li></ul></ul>
  28. 29. Next step <ul><li>Put the matrix on the ‘teaching’ scheme of the ‘group’ and individual ‘teacher’, librarian etc…. </li></ul>
  29. 30. Strategy <ul><li>Start with small group </li></ul><ul><li>Start within one ‘subject’ group </li></ul><ul><li>Involve ‘management’ </li></ul><ul><li>Convince ‘teachers’ </li></ul>
  30. 31. Strategy II <ul><li>Facilitate </li></ul><ul><li>‘ Seduce’ </li></ul><ul><li>Oblige </li></ul>
  31. 32. Tests and Surveys <ul><li>UCLA's Information Competencies Survey </li></ul><ul><li>Cal Poly Pomona &quot;Information Competence Assessment: Web-Based Assessment of University entry-Level Information Competency&quot; </li></ul><ul><li>UC Berkeley Teaching Library Information Literacy Survey </li></ul><ul><li>University of Charleston, West Virginia Basic Skills Survey </li></ul><ul><li>Information Literacy Assessment, T Smalley Cabrillo College </li></ul><ul><li>Wartburg College Information Literacy Assessment </li></ul><ul><li>James Madison University - &quot;Go For the Gold&quot;: A web-based program for developing information literacy skills that culminates in the Information-Seeking Skills Test . The outline of a presentation on developing this test can be found here (Word document). </li></ul><ul><li>http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/infolitresources/infolitinaction/iltestssurveys.cfm </li></ul>
  32. 33. IFLA Information Literacy Section <ul><li>http://www.ifla.org/VII/s42/index.htm </li></ul><ul><li>InfoLit: IFLA Information Literacy Section Discussion List </li></ul><ul><li>Infolitglobal http://www.infolitglobal.info/ </li></ul><ul><li>IL logo http://www.infolitglobal.info/logo/ </li></ul>
  33. 34. Questions? <ul><li>[email_address] </li></ul>

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