Methods of adressing information literacy - assements
Upcoming SlideShare
Loading in...5
×
 

Methods of adressing information literacy - assements

on

  • 2,334 views

TTT in Tallin - Session 9 by Albert Boekhorst on 23.08.2008

TTT in Tallin - Session 9 by Albert Boekhorst on 23.08.2008

Statistics

Views

Total Views
2,334
Views on SlideShare
2,333
Embed Views
1

Actions

Likes
1
Downloads
32
Comments
0

1 Embed 1

http://www.slideshare.net 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Methods of adressing information literacy - assements Methods of adressing information literacy - assements Presentation Transcript

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