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methods behind the instructional madness: enhancing learning through mapping, rubrics, and portfolios
 

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ACRL 2013 panel with Sean Stone and Natalie Tagge. Audio available at https://www.evernote.com/shard/s35/sh/e086204a-7928-4aac-b96f-a073277fe77a/eb7866b50131d7c23fd7553cc8f33a7c ...

ACRL 2013 panel with Sean Stone and Natalie Tagge. Audio available at https://www.evernote.com/shard/s35/sh/e086204a-7928-4aac-b96f-a073277fe77a/eb7866b50131d7c23fd7553cc8f33a7c

Description: "Is library instruction madness making it difficult to take a step back and really assess your program’s effect on student learning? Find out how one library is using three interconnected pilots, instructor portfolios, curriculum mapping, and information literacy rubrics to provide a scalable structure to assess and enhance student learning. The presenters will outline the initiatives’ implementations at their library and offer best practices to inspire audience members to adopt one or more method locally."

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    methods behind the instructional madness: enhancing learning through mapping, rubrics, and portfolios methods behind the instructional madness: enhancing learning through mapping, rubrics, and portfolios Presentation Transcript

    • C H A R B O O T H S E A N S T O N E N A T A L I E T A G G Em e t h o d s b e h i n d t h e(instructional) MADNESS T H E C L A R E M O N T C O L L E G E S L I B R A R Y
    • # A C R L 2 0 1 3 @ honnoldlibrary @ c h a r b o o t h
    • m e t h o d s b e h i n d t h e(instructional) MADNESS
    • e n h a n c i n g l e a r n i n g t h r o u g h
    • e n h a n c i n g l e a r n i n g t h r o u g h M A P P I N G
    • e n h a n c i n g l e a r n i n g t h r o u g h M A P P I N G P O R T F O L I O S
    • e n h a n c i n g l e a r n i n g t h r o u g h M A P P I N G P O R T F O L I O S R U B R I C S
    • M A P P I N G P O R T F O L I O SR U B R I C S
    • { } THE CLAREMONT COLLEGES
    • { } THE CLAREMONT COLLEGES
    • { } T H E L I B R A R Y
    • { }
    • {I L R P M O U A R B P T F i n f r a s t r u c t u r e P R O I L I N I G O C S S }
    • E V A L U A T I O NI L i n f r a s t r u c t u r e
    • E V A L U A T I O N C O L L A B O R A T I O NI L i n f r a s t r u c t u r e
    • E V A L U A T I O N C O L L A B O R A T I O N I M P R O V E M E N TI L i n f r a s t r u c t u r e
    • { } 1 M A P P I N G P O R T F O L I O S R U B R I C S
    • { }CONTEXTUAL / CULTURAL INVESTIGATION
    • { } C O N C E P T / M I N D M A P P I N G m i n d o m o . c o m
    • { } C O N C E P T / M I N D M A P P I N G assessment & project planning COMMUNITY & CAPACITY BUILDING brainstorming & discussion capture C U R R I C U L U M V I S U A L I Z A T I O N
    • { assessment COMMUNITY brainstorming & C U R R I C U L U M KNOWLEDGE & & project CAPACITY discussion planning BUILDING capture V I S U A L I Z A T I O N MANAGEMENT }
    • C U R R I C U L U M V I S U A L I Z A T I O N
    • C A M P U S
    • P R O G R A M
    • REQUIREMENTS
    • O B J E C T I V E S / O U T C O M E S
    • A N N O T A T I O N S
    • INSIGHT +STRATEGY
    • CASE STUDY: ENVIRONMENTAL ANALYSIS b i t . l y / c c l - e a m a p 2 0 1 2 - 1 3
    • MAP DEVELOPMENT: INFORMATION SOURCES
    • MAP DEVELOPMENT: INFORMATION SOURCESc a t a l o g s s c h e d u l e s w e b s i t e s
    • 7-BRANCH STRUCTURE REFLECTS PROGRAMc a t a l o g s s c h e d u l e s w e b s i t e s
    • L A Y E R E D C A M P U S - L E V E L D E T A I L
    • L A Y E R E D C A M P U S - L E V E L D E T A I L
    • L A Y E R E D C A M P U S - L E V E L D E T A I L
    • INSTRUCTION STRATEGY: CORE SEQUENCE
    • INSTRUCTION STRATEGY: CORE SEQUENCE
    • O U T C O M E : C A P S T O N E E M B E D D I N G
    • O U T C O M E : O A T H E S I S U P L O A D S
    • O U T C O M E : E A W E B S I T E I N T E G R A T I O N
    • O U T C O M E : F E A T U R E R E Q U E S T S
    • OUTCOME: PROJECT/OUTREACH TESTBED
    • T R A C K I N GO U T C O M E S
    • S C A L I N G U P : M A P P I N G P R O G R A M P L A N b i t . l y / c c l - p r o j e c t m a p 2 0 1 2 - 1 3
    • S C A L I N G U P : M A P P I N G P R O G R A M P L A N
    • S C A L I N G U P : M A P P I N G P R O G R A M P L A N
    • { } M A P P I N G P O S I T I V E S powerful knowledge management tool INDIVIDUAL & INSTITUTIONAL BENEFIT flexible for IL, outreach, & collections STRATEGIC & STRUCTURAL VIEW
    • { steep learning curve in ADMINISTRATIVE SUPPORT REQUIRED time spent M A P P I N G is some structure-dependent MUST PERCEIVE VALUE IN EXERCISE C A V E A T S cases }
    • { R P M O U A R B P T F P R O I L I N I G O C S S 2 }
    • { R U P A I N ? B R I C S }
    • { F a c u l t y m a y n o t k n o w what they want you to do or how to define info lit… }
    • { F a c u l t y m a y n o t k n o w what they want you to do or how to define info lit… …but they they ALL know what want from students. }
    • { R U B R I c u s t o m i z e R O A D M A P o f l e a r n e C O M P E T E N C I E C d S r S S }
    • m a p p i n g R E S O U R C E S C A L A B I L I T Y T A R G E T E D I N S T R U C T I O N S T U D E N T C O M P E T E N C I E S r u b r i c s
    • ! ! ! ! ! !! Rating = 4 Rating = 3 Rating = 2 Rating = 1 Score Performance Area “Proficient” “Competent” “Developing” “Beginning” Location/Scope of Information Student develops Student develops a Student develops an Student develops a !! a thorough bibliography with incomplete bibliography bibliography using --Has the student independently identified the bibliography with several sources of that contains major errors only web-based or extent of information needed for a project? multiple and information but shows indicative of no coherent Popular media! diverse sources of little attempt to diversify search strategy sources. No --Has the student included multiple sources of information. sources. evidence that information and /or provided evidence of having Search strategy is a formal search employed a search strategy? evident. strategy was used. Evaluate Information Sources explore Sources are all relevant Sources are mostly Sources used are !! multiple contexts to the topic and relevant to the topic of not relevant or are --Has the student demonstrated an effort to for how information represent a wide range the project but represent ancillary to the topic assess the relevance of retrieved information? is crafted and of viewpoints only a narrow range of of the project! student discusses viewpoints --Has the student included an evaluation of the limits of current potential bias in the information being used to information construct arguments? Analyze Information Effectively analyzes Student attempts to Student makes reference Project lacks !! information from perform some to the analysis used by fluency or student --Has the student demonstrated proficiency with multiple sources analysis of information others without performing work is segmented the appropriate tools necessary to understand how into a project that but the approach is original analysis in such a way information sources are related? represents new or not entirely that arguments are! novel information appropriate for the unstructured --Has the student used appropriate analysis project framework to integrate information into an Interpret Information argument? Student organizes, Student develops Student develops some Student largely !! synthesizes, and unique thoughts but unique thoughts but recapitulates --Has the student used information and the articulates communicates the new generates some flawed arguments of analysis of it to offer a unique narrative? information in information in an interpretations others without an! a way that is oblique manner original synthesis --Does the student understand how to effectively accessible to communicate and interpret information for an intended audience audience? Ethics of Information Proper use of Citations / bibliography Some (but not all) source No or very few !! paraphrasing/ are complete but material is cited; citations; incomplete --Does the student display an awareness and citations / footnotes inconsistent paraphrased material isnt bibliography; understanding of the ethical and legal guidelines / bibliography stylistically; properly cited or material is quoted for appropriate use of information? paraphrased material re-stated without proper is not properly cited attribution!
    • C O U R S E I N T E G R A T I O N M A P & R U B R I C
    • First Year Second Year Third Year Fourth Year Performance Area Students Students Students StudentsLocation/Scope of Information Student is capable of Student is capable of Student can develop a Student can develop a• Has the student independently identified the developing a bibliography developing a bibliography bibliography with several thorough bibliography with extent of information needed for a project? using more than web-based that is basic but begins to sources of information and is multiple and diverse or popular media sources. show an understanding of beginning to use sources sources of information• Has the student included multiple sources of They are able to able very coherent search strategies and strategies that require a showing the student has information and /or provided evidence of having basic and general search and an understanding of deeper understanding of developed a personal employed a search strategy? strategies. how to utilize EA resources. sub-disciplines within EA. research identity within EA.• Does the student grasp the diversity of and major sources of EA literature?Evaluate Information Sources are appropriate to Sources are more relevant Sources are all relevant to Sources explore multiple• Has the student demonstrated an effort to assess the topic of the project but to the topic of the project the topic and represent a contexts for how the relevance of retrieved information? sometimes tangential. but may be derived from the wide range of viewpoints as information is crafted and Student only understands most obvious of “good” well as types and levels of student can discuss the• Has the student included an evaluation of the most basic categories resources. EA information as limits of current information potential bias in the information being used to and types of information. appropriate. in the context of current EA construct arguments? information.Analyze Information Student analysis is Student begins to more Student can perform Student effectively analyzes• Has the student demonstrated proficiency with segmented in such a way effectively analyze EA original analysis of information from multiple, the appropriate tools necessary to understand that arguments are information across increasingly specific advanced sources into a how information sources are related? sometimes poorly structured disciplines and recognizes information and integrate project that represents due to a limited multiple approaches to the analyses into complex significant new or novel• Has the student used appropriate analysis understanding in properly analysis based on the type projects information in their field of framework to integrate information into an analyzing EA information. of information. interest within EA. argument?Interpret Information Student has limited original Student expresses a greater Student develops unique Student organizes,• Has the student used information and the synthesis and often understanding of the thoughts on diverse EA synthesizes, and articulates analysis of it to offer a unique narrative? recapitulates arguments of literature by beginning to topics and related fields and advanced information in others with only minor create wholly original ideas begins to recognize the a way that is accessible to• Does the student understand how to effectively changes. from an original synthesis of importance of proper intended audience. communicate and interpret information for an the information. communication of their audience? ideas.Ethics of Information Student is responsible for Student begins to access and Student can properly cite Student exhibits proper use• Does the student display an awareness and appropriate attribution of cite more advanced and non- advanced and diverse of paraphrasing, citations, understanding of the ethical and legal basic information sources traditional information in an resources in a variety of footnotes, bibliographies, guidelines for appropriate use of information? and understanding and appropriate way. styles using a variety of etc. in advanced original avoiding plagiarism. methods. work.!
    • L I B R A R Y I L D E F I N I T I O N
    • CAMPUS-LEVEL IMPLEMENTATIONC M C C G U H M C K G I P I T Z E R POMONA SCRIPPS
    • SPECIFIC RUBRIC APPLICATIONS•  F i r s t - y e a r seminar work evaluation•  S e n i o r capstone/thesis evaluation: - P o m o n a E A / K e c k S c i e n c e / C M C•  C a m p u s e s accreditation assessment
    • { } faculty/librarian collaboration R U B R I C S
    • { } faculty/librarian collaboration M U T U A L U N D E R S T A N D I N G R U B R I C S
    • { } faculty/librarian collaboration M U T U A L U N D E R S T A N D I N G i m m e d i a t e a s s e s s m e n t t o o l R U B R I C S
    • { } faculty/librarian collaboration M U T U A L U N D E R S T A N D I N G i m m e d i a t e a s s e s s m e n t t o o l L O N G - T E R M F R A M E W O R K R U B R I C S
    • { 3 R P M O U A R B P T F P R O I L I N I G O C S S }
    • Fall 2012 - Spring 2013:5 colleges, 5 first year programs
    • 7 5 U N I Q U E L I B R A R I A NC O L L A B O R A T I O N S
    • P O R T F O L I O S T R U C T U R E :course/librarian based in LMS
    • WHAT IMPACT IS LIBRARY INVOLVEMENTHAVING IN FIRST YEAR COURSES? S T U D E N T F A C U L T Y L I B R A R I A N PORTFOLIO ASSESSMENT = HOLISTIC
    • L I B R A R I A N S P O R T F O L I O C H E C K L I S T
    • L I B R A R I A N S U P L O A D C O U R S E M A T E R I A L S T O S A K A I P R E / P O S T R E T R E A T S
    • L I B R A R I A N S THREE-QUESTION REFLECTIONS
    • S T U D E N T S I N - C L A S S S U R V E Y R E P R E S E N T A T I V E P A P E R S
    • F A C U L T Y (IDEALLY) IN-CLASS SURVEY E N D - O F - T E R M S U R V E Y
    • PARTICIPATION RATES 59 classes responded to student survey = 7 9 % r e s p o n s e r a t e 36 faculty post-instruction survey responses = 4 8 % r e s p o n s e r a t e 17 faculty end of term survey responses = 2 6 % r e s p o n s e r a t e
    • S T U D E N T A N D F A C U L T YS U R V E Y R E S P O N S E S
    • Library instruction has helped me to... Find useful and appropriate resources.
    • S T U D E N T R E S P O N S EF A C U L T Y R E S P O N S E
    • LIBRARY RESEARCH INSTRUCTION HAS HELPED ME TO...EVALUATE THE QUALITY OF INFORMATION I ENCOUNTER ".60%50%40%30% 2011 201220%10%0% Strongly disagree Disagree Neither agree or Agree Strongly agree disagree
    • “IDENTIFY ONE OR MORE SKILLS OR OTHER TAKEAWAYSFROM TODAYS SESSION THAT WILL BE USEFUL TO YOU”
    • “ W H I C H O F T H E T O P I C S / C O N C E P T S C O U L DH A V E B E E N E X P L A I N E D M O R E C L E A R L YO R E X P L O R E D I N G R E A T E R D E P T H ? ”
    • N E X T S T E P S Early summer post-retreatUtilize portfolio data to discover best practicesfor teaching to the CCL IL definition/Habits of Mind Rubrics for: best practices for teaching skills librarian performance
    • M E T A R E S U L T S Low (wor kloa d ) im pa c t U sef u l/posit iv e exper ienc e S c a la b le to oth er instr u c tion pr ogr a m s V a lu a b le a r c h iv e of t e a c h ing m a t e r ia ls
    • E V A L U A T I O N C O L L A B O R A T I O N IMPROVEMENTo u t c o m e s
    • i t e r a t i v e ,
    • c o l l e c t i v e .
    • { R P M O U A R B P T F P R O I L I N I G O C S S }
    • {?}R P M O U A R B P T F P R O I L I N I G O C S S
    • C H A R B O O T H :char_booth@cuc.claremont.eduS E A N S T O N E :sean_stone@cuc.clarenont.eduN A T A L I E T A G G E :natalie_tagge@cuc.clarenont.eduCLAREMONT COLLEGESL I B R A R Y
    • L I N K S presentation slides slideshare.com/charbooth 1st year instruction map bit.ly/ccl-firstyear2012 ea curriculum map bit.ly/ccl-eamap2012-13 claremont colleges library il rubric 2012-13 bit.ly/ccl-ilrubric student portfolio survey bit.ly/ccl-instructionevalpost-instruction faculty survey bit.ly/1styear-facclasseval2012-13 end-of-term faculty survey bit.ly/1styear-factermeval2012-13 three question reflection tinyurl.com/3qr-pomonaID1