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Charles - Advancing information literacy: ensuring accountability via assessment
 

Charles - Advancing information literacy: ensuring accountability via assessment

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    Charles - Advancing information literacy: ensuring accountability via assessment Charles - Advancing information literacy: ensuring accountability via assessment Presentation Transcript

    • ADVANCING INFORMATION LITERACY: ACCOUNTABILITY VIA ASSESSMENT LESLIN CHARLES
    • ACCOUNTABILITY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT EXPECTATIONS A RATIONALE FOR INFORMATION LITERACY ASSESSMENT OUR IL ASSESSMENT PLAN STRATEGIES TO ASSESS STUDENT LEARNING OUTCOMES IL ASSESSMENT RESULTS INFLUENCE CURRICULUM CHANGE QUESTIONS AND ANSWERS
    • ASSESSMENT: WHY?ACCOUNTABILTY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT WHY ASSESSMENT? ACCREDITATION Standard 12 ‘ Many aspects of Information Literacy are essential components of general education…It is the role of faculty members to define the desired student outcome, to outline where in the curriculum certain skills are developed and practiced…’ Middle States Commission on Higher Education. ‘Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum’
    • ACCOUNTABILITY VIA ASSESSMENT WHY ASSESSMENT? ACCREDITATION ‘Information Literacy is an essential component of any educational program at the graduate and undergraduate levels…applies to all disciplines in an institution’s curricula…’ Middle States Commission on Higher Education. ‘Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum’
    • ACCOUNTABILITY VIA ASSESSMENT WHY ASSESSMENT? QUESTIONS ADDRESSED Does IL affect student success? Where do students learn IL skills? What role does the library play in the IL competencies of our students? Are the resources allocated to library instruction worthwhile for the institution?
    • ACCOUNTABILITY VIA ASSESSMENT WHY ASSESSMENT? INSTITUTIONAL & DEPARTMENTAL VALUE Continuous improvement To learn from our success and challenges To ensure standards To demonstrate our value in clear and measurable ways
    • ACCOUNTABILITY VIA ASSESSMENT OUR INFORMATION LITERACY PROGRAM: MISSION STATEMENT Prepares students to be successful lifelong learners who are agile information seekers that adapt to changing modes of information delivery and are selective, critical, ethical users of information in all formats.
    • ACCOUNTABILITY VIA ASSESSMENT OUR INFORMATION LITERACY PROGRAM: GOALS & OBJECTIVES Plan, develop, and deliver IL services and programs to the College community Integrate IL competencies into the College curriculum Support student lifelong learning and critical thinking skills Provide training/professional development for Reference/Instruction Librarians Sustain the Library Liaison Program
    • ASSESSMENT: WHAT?ACCOUNTABILTY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT
    • ASSESSMENT: WHO?ACCOUNTABILTY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT
    • ASSESSMENT: HOW?ACCOUNTABILTY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT INFORMATION LITERACY ASSESSEMENT PLAN
    • ACCOUNTABILITY VIA ASSESSMENT Lesson/Assessment Plans Student Performance Assessments Librarian Self Assessment Plan Librarian Peer Assessment Plan External Assessment Tool: SAILS Program Review
    • ACCOUNTABILITY VIA ASSESSMENT IL INSTRUCTION LESSON/ASSESSMENT PLAN DEFINE LEARNING QUANTITATIVE DEFINE CHANGES OUTCOME/S QUALITATIVE ASSESSMENT IS IDENTIFY CYCLICAL ASSESSMENT ANECDOTAL STRATEGIES PROFESSIONAL JUDGMENT
    • ACCOUNTABILITY VIA ASSESSMENT SAMPLE LESSON/ASSESSMENT PLAN
    • ACCOUNTABILITY VIA ASSESSMENT LEARNING OUTCOMES & ASSESSMENT PLANNING WHAT SKILLS DO MY STUDENTS NEED THAT ARE ESSENTIAL TO THE OUTCOME/S? WHAT ASSESSMENT TASKS MATCH THE SKILL THAT I WANT TO TEACH? ENVISION WHAT THE LEARNER WILL BE ABLE TO DO AS A RESULT OF THE SESSION CHOOSE LEARNING OUTCOMES THAT ARE ACTIONABLE CHOOSE LEARNING OUTCOMES THAT ARE MEASURABLE
    • ACCOUNTABILITY VIA ASSESSMENT FACTORS AFFECTING STUDENT LEARNING CAN DETERMINE YOUR ASSESSMENT STRATEGIES
    • ACCOUNTABILITY VIA ASSESSMENT KNOW YOUR STUDENTS FACTORS AFFECTING STUDENT LEARNING STUDENTS ARE DIGITAL NATIVES PERFORMANCE ASSESSMENTS Used to receiving information quickly Brief Quizzes Prefer to receive graphics before text Utilize images in place of text in multiple choice tests if appropriate Function best when networked/team Utilize blogs and discussion boards for oriented reflective learning Thrive on instant gratification and Audience response systems provide frequent rewards formative and summative assessment opportunities Prefer games to ‘serious’ work and like Jigsaw Classroom to ‘do’ things ALLWAYS DEFINE EXPECTATIONS
    • ACCOUNTABILITY VIA ASSESSMENT STUDENT PERFORMANCE ASSESSMENT STRATEGIES
    • ACCOUNTABILITY VIA ASSESSMENT STUDENT PERFORMANCE ASSESSMENT STRATEGIES The Hot Seat Challenge
    • ACCOUNTABILITY VIA ASSESSMENT LIBRARY INSTRUCTION ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT IL INSTRUCTOR ASSESSMENT IS TRIFOLD
    • ACCOUNTABILITY VIA ASSESSMENT IL INSTRUCTOR ASSESSMENT SELF PEER FACULTY ASSESSMENT ASSESSMENT ASSESSMENT EVERY QUARTER TWICE PER YEAR SOLICITED OCCASIONALLY
    • LIBRARIAN SELF ASSESSMENTACCOUNTABILITY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT TRACK USEAGE STATISTICS: E.G. LIBGUIDES CLASS/INSTRUCTOR DATE OF JANUARY FEBRUARY MARCH TOTAL VISIT ENG 105 BONNAFONS JANUARY 26, 44 45 27 116 2011 ENG 105 BOROS JANUARY 28, 8 35 102 145 2011 ENG 105 HURTES FEBRUARY 8 176 11 195 15, 2011 ENG 105 OLSON MARCH 3, - - 59 59 2011 ENG 105 STOLER JANUARY 11, 22 91 17 130 2011 ENG 106 OLSON MARCH 4, - - 83 83 2011 TOTALS 82 347 299 728
    • PEER ASSESSMENTACCOUNTABILITY VIA ASSESSMENT
    • FACULTY FEEDBACKACCOUNTABILITY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT IL PROGRAM ASSESSMENT INSTITUTIONAL REVIEW PROJECT SAILS PRE-TESTING
    • ACCOUNTABILITY VIA ASSESSMENT PROJECT SAILS: OVERVIEW Web based, multiple choice test developed by Kent State University 4 of 5 ACRL Information Literacy Standards are tested in the form of 8 skill sets Students remain anonymous to Kent State Students answer 45 questions Results are presented as a cohort or as individual student scores
    • ACCOUNTABILITY VIA ASSESSMENT PROJECT SAILS: SKILL SETS MEASURED DEVELOPING A RESEARCH STRATEGY SELECTING FINDING TOOLS SEARCHING USING FINDING TOOL FEATURES RETRIEVING SOURCES EVALUATING SOURCES DOCUMENTING SOURCES UNDERSTANDING ECONOMIC, LEGAL, & SOCIAL ISSUES
    • ACCOUNTABILITY VIA ASSESSMENT If you find a very good article on your topic, the most efficient source to find related articles is: A A Bibliography from the article B B Library Catalog search C C Other volumes of the journal D D Web search E E Dissertation Abstracts Search
    • ACTING ON YOUR RESULTS/FINDINGS
    • ACCOUNTABILITY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT ACTING ON ASSESSMENT RESULTS STANDARD 1: Determines the Nature and Extent of Information Needed STANDARD 5: Understands many of the Economic, Legal, and Social Issues Surrounding the Use of Information
    • ACCOUNTABILITY VIA ASSESSMENT ACTING ON ASSESSMENT RESULTS LIBERAL ARTS & SCIENCES ASSESSMENT PLAN: Students will define and articulate the need for Information and access this information efficiently and effectively INFORMATION LITERACY RUBRIC STANDARD 1 INTEGRATED INTO GEC 100 LEVEL COURSES ICLICKERS AND GENERAL COURSE RUBRIC
    • ACCOUNTABILITY VIA ASSESSMENT ACTING ON ASSESSMENT RESULTS ENG 105 CHANGES ALL SYLLABI HAVE SAME LEARNING OBJECTIVE ‘STUDENTS WILL PARTICIPATE IN A LIBRARY ORIENTATION THAT INTRODUCES THEM TO THE LIBRARY RESOURCES AND INFORMATION LITERACY’ LIBRARY ORIENTATION CHANGES CONTENT CHANGED TO FOCUS ON ‘THE NATURE OF INFORMATION NEEDS’ NEW USER ORIENTATION EXPERIENCE CREATED ASSESSED VIA QUIZZES ATTACHED TO EACH SEGMENT
    • ACCOUNTABILITY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT ASSESSMENT INFLUENCES CURRICULUM CHANGE
    • ACCOUNTABILITY VIA ASSESSMENT ASSESSMENT INFLUENCES CURRICULUM CHANGE
    • ACCOUNTABILITY VIA ASSESSMENT ASSESSMENT STRATEGIES: ONLINE ENVIRONMENT Student Surveys Discussion Board Rubric Blogs Faculty Feedback
    • ACCOUNTABILITY VIA ASSESSMENT Student Comment: IT WAS INFORMATIVE AND I WAS ABLE TO USE THE PRESENATIONS AND DISCUSSIONS AS REFERENCE GUIDES
    • ACCOUNTABILITY VIA ASSESSMENT Student Comment: THE STRONGEST POINTS WERE THE NUMEROUS FORMATS TAKEN TO REACH OUT TO EACH INDIVIDUAL. SHE PUT THINGS IN PERSPECTIVE FOR MY UNDERSTANDING. THE WEAKEST POINT IS THAT I COULDN’T HAVE THIS PROFESSOR IN ALL MY CLASSES
    • ACCOUNTABILITY VIA ASSESSMENT OVERVIEW STUDENT ASSESSMENT DEFINE SELF GOALS ASSESSMENT ACT ON RESULTS PEER ASSESSMENT PROGRAM ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT See ASSESSMENT as Our ALLY Assessment… Assessment… Assessment… Assists to Influences and Assists us in change defines new creating a misconceptions directions culture of of librarians assessment
    • ACCOUNTABILITY VIA ASSESSMENT
    • ACCOUNTABILITY VIA ASSESSMENT BIBLIOGRAPHY Association of College and Research Libraries. ACRL Information Literacy Competency Standards for Higher Education. 2000. Association of College and Research Libraries. Standards for Proficiencies for Instruction Librarians and Coordinators. 2007. Middle States Commission on Higher Education. ‘Developing Research and Communication Skills: Guidelines for Information Literacy in the Curriculum.’ Oakleaf, Megan. ‘Writing Information Literacy Assessment Plans: A Guide to Best Practice.’ Communications in Information Literacy, 2009. Sweeney, Richard. Millennial Behaviors and Higher Education Focus Group Results. How are Millennials Different From Previous Generations at the Same Age? <http://library1.njit.edu/ staff-folder/sweeney>.
    • ACCOUNTABILITY VIA ASSESSMENT THANK YOU! LESLIN CHARLES COODINATOR, INFORMATION LITERACY INSTRUCTION BERKELEY COLLEGE LHC@BERKELEYCOLLEGE.EDU