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Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics
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Methods Behind the (One Shot) Madness: Enhancing Instruction Through Mapping, Portfolios, & Rubrics

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Presentation given by Char Booth (Instruction Services Coordinator & E-Learning Librarian), Natalie Tagge (Instruction Librarian), and Sean Stone (Science Librarian) of the Claremont Colleges Library …

Presentation given by Char Booth (Instruction Services Coordinator & E-Learning Librarian), Natalie Tagge (Instruction Librarian), and Sean Stone (Science Librarian) of the Claremont Colleges Library at the SCILWorks 2012 Conference:

http://www.carl-acrl.org/ig/scil/scilworks/2012/index.html

Session Description: In-class techniques and e-learning tips can undeniably improve one-shot sessions, but collaborative management and outcomes-driven assessment of an overall instruction program is key to increasing instructor effectiveness and student learning in even the briefest of interactions. This presentation explores three pilot initiatives designed to build a structured and strategic framework behind "traditional" undergraduate instruction at the Claremont Colleges Library: instructor portfolios, curriculum mapping, and information literacy rubrics. Instructor portfolios collect teaching materials, student work, and coordinated evaluations in an integrative attempt to holistically assess one-shot library instruction from the perspective of faculty, students and librarians. Curriculum and knowledge mapping is a way of visualizing the path a learner takes through a discipline, department, or degree, as well as an engaging planning and brainstorming tool. Rubrics help define specific student outcomes as well as provide a quantifiable tool for assessment of information literacy skills. When applied in tandem, these approaches can be used to gather powerful insight into the learner experience and create the impetus for more collaborative, creative, and lasting library instruction.

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  • 13. { 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… }
  • 14. { 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 ALL know what they want from students. }
  • 15. { c u s R O o f C O M A l P t o m i z e d D M A P S e a r n e r E T E N C I E S }
  • 16. ! ! ! ! ! !! 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!
  • 17. 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.!
  • 18. { } faculty/librarian collaboration
  • 19. { } faculty/librarian collaboration M U T U A L U N D E R S TA N D I N G
  • 20. { } faculty/librarian collaboration M U T U A L U N D E R S TA N D I N G immediate assessment tool
  • 21. { } faculty/librarian collaboration M U T U A L U N D E R S TA N D I N G immediate assessment tool L O N G - T E R M F R A M E W O R K
  • 22. { }
  • 23. …seminars for first-year students in their first semester…taught by faculty from across the disciplines and engagestudents in rigorous reading, writing, and discussion onvaried topics. The goal of ID1 is to prepare students toparticipate fully and successfully in the intellectualcommunity that is Pomona College… Pomona College: www.pomona.edu/academics/resources/writing-center/id1.aspx
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  • 26. S T U D E N TF A C U L T Y L I B R A R I A N
  • 27. 233 student survey responses = 5 9 % r e s p o n s e r a t e6 faculty post-instruction survey responses = 2 0 % r e s p o n s e r a t e2 faculty end of term survey responses = 7 % r e s p o n s e r a t e
  • 28. “Identify one or more skills or other takeawaysfrom todays session that will be useful to you”
  • 29. “Which of the topics/conceptscould have been explained moreclearly or explored in greater depth?”
  • 30. M E T A R E S U L T S Low (workload) impact Useful/positive experience E xp a ns i on t o ot her fi rs t y ear pr og r a m s Va lu a bl e ar ch i v e of teac hi ng m at e r ia ls
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  • 33. L I N K S

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