Capstone instructions and examplesPresentation Transcript
Master of Library Science Capstone Portfolio AssessmentSLIM, ESU, MLS Outcomes-based Assessment Plan
Portfolio PurposeThe purpose of the MLS Capstone Portfolio is both student and program level assessment.1. The portfolio provides evidence of student learning and achievement (student level).2. The portfolio provides partial evidence that the MLS program fulfills the requirements for American Library Association accreditation (program level).
Alignment of Standards Candidates becoming academic, public, or special librarians (all except school) ALA Core Competencies of MLS Program Course Learning Librarianship Outcomes Outcomes Assignments Candidates earning school library media licensure TheALA Core Standards TeachersCompetencies for PreK-12 MLS College Courseof School Program Conceptual LearningLibrarianship Librarians Outcomes Framework Outcomes Assignments
Capstone ClassThe Capstone class (LI880) provides guidance to organize MLS program materials and artifacts that provide evidence of student learning and achievement.During the course, you will construct an electronic portfolio, which includes reflective statements about your selected artifacts.
Write reflective statement using the the C-T-A-P-O Method (Dow, 2010)• COURSE PURPOSE – What does the syllabus state is the purpose of the course?• THEORY BASE – What theory is used in the course, and particularly, what theory/theories (by theory name and theorist’s name) influences my understanding of the artifact that you include as evidence of your learning?• ARTIFACT – What is this artifact (e.g., project, manuscript, index, bibliography, etc.)?• PRACTICE – What did I practice in the learning activity involving this artifact (assignment instructions)?• OUTCOME – What outcomes did I achieve (realize) through this assignment (reference outcomes in course syllabus)?
• The following slides provides guidance in using the “C-T-A-P-O Method” for writing reflective statements.• There are two reflective statement examples: One from LI801 and one for LI802. (Remember that these are examples. You may use them if they apply, or you should revise to fit your actual experience.)
Example – Collaborative Learning Project Reflective Statement Using C-T-A-P-OCOURSE PURPOSE The purpose of the LI802 course is to teach future librarianstheories of information-seeking behavior and their application to user-centeredservices. Students are introduced to models of information seeking, retrieval andsharing; the selection, evaluation, and use of appropriate electronic and printresources; information literacy, learning styles, and best practices in providinguser-centered services. Students learn to apply theory from the field ofinformation psychology. Information psychology is the field of information scienceconcerned with the development of knowledge of human behavior associatedwith the acquisition and use of information.THEORY BASE We studied learning through the lens of constructivist theories,which emphasize that individuals construct their understandings of the worldthrough continuous, ongoing interactions with the people in their lives.
ContinuedARTIFACT In this artifact, a research guide prepared andpresentation make to classmates, Vygotsky’s (1978) theory ofthe zone of proximal development, and Howard Gardner’s(1983) theory of multiple intelligences were used to envisionan individualized learning process with the goal of helpinglibrary users to become information literate. In my researchguide focused on ______ (name the library type/topic), I usedshared resources useful in answering the question: _______(write your reference question).
ContinuedPRACTICE This was practice in responding to theunique learning styles and learning needs of individualsin my group.OUTCOMES This demonstrates that I know and canapply major theories from the psychology of learningas a lens for viewing diverse information-seekingbehavior of library users. It also demonstrates that Ican integrate and connect theories and models fromLIS and the field of psychology to solve problems andmake decisions about reference sources and services.
Example – Information Seeker Essay Reflective Statement Using C-T-A-P-OCOURSE PURPOSE The purpose of the LI801 course is examine philosophical andethical underpinnings, roles and societal contexts, and current topics of interest in theglobal information society. Students explore the role of information in society, changeas reflected in paradigm shifts, the theory and processes of information transfer, andthe characteristics of information professionals and professional practices.THEORY BASE We read about and reflected on current and developing issues in libraryand information science taking into account a variety of political, economic, technical,and social factors. We studies the life cycles of information according to Greer, Groverand Fowler (2007), and basic principles of information ethics according to Severson(1997).
ContinuedARTIFACT As a member of a small team, I participated inanalysis of an information case on the topic of (insert case type,e.g., intellectual freedom; privacy; professional ethics, etc.). Theteam applied Severson’s model for ethical decision-making tothe case, and then created a newspaper, which includes articlesthat reflect a variety of points-of-view about the case.
ContinuedPRACTICE This was practice in using knowledge of basicprinciples of information ethics, and in using skills in applyinga model for ethical decision-making.OUTCOMES This demonstrates that I know and can applyethics, values, and foundational principles of the library andinformation profession.
The MLS Capstone Portfolios must include 10-12 artifacts completed during your program. You must write a reflective statement for each artifact. Most of the artifacts you include should be based on course assignments. It is permissible to include artifacts that are the result of actual professional work (ask permission first).Begin now saving your course products/projects (artifacts).