Transcript of "Learning outcomes workshop Fall 2011"
Courtney Mlinar NSU Libraries Fall 2011
2 categories of Faculty perception: Research requirement for course? Yes No
More Faculty Perception: Faculty require research component They are aware: students not information literate They know: library instruction improves skills They disagree: point where students should acquire skills
Skills vs. Knowledge Skills (music, math, language): require practice and review Knowledge: building blocks
Information LiteracyCombination of skills and knowledge:Knowledge: how information is organized, how to ethically use informationSkills: researching, writing, citation formats, managing bibliographic information, organizing resources into logical and sound research
Developing institutionalinformation literacy awareness: Committed administration Staff Development- ACLR Instruction Proficiencieshttp://www.ala.org/ala/mgrps/divs/acrl/standards/profs tandards.cfm Attention to National StandardsACRL Information Literacy Standards-http://www.ala.org/ala/mgrps/divs/acrl/standards/inde x.cfm
Staff Proficiencies: Awareness of ACRL Standards Know Learning Outcomes for NSU Programs that are associated with information literacy Learn which courses within the curriculum are research-oriented and faculty who teach these courses Communication between reference and instruction to identify gaps
Basic Skills: Recognize need for information Knowledge of appropriate resources Construct strategies to locate information Evaluate information Organize, apply, communicate information Synthesize information Use information ethically and appropriately
What we know about skills: Students learn research skills better if they are assessed on them
Students motivation:Information seeking Vs. Coping strategies
Student research methodology Chaotic Vs. Strategic
Obstacles: Lecture time Faculty unaware of library resources/services Faculty doubts teaching capability of librarian
Assessment Types: Attitudinal Outcomes-based Gap-measurement Pre-Post testing Assessment within the course (rubric)
Assessment can improve- bychanging thetiming of instruction Point-of-care instruction before assessment Vs.All-purpose instruction given at a time that is not related to the assessment
EducationRe-invents the wheel every 15-20 years…
Learning Outcomes Measure what students are learning as a result of our teaching: puts focus of teaching on students instead of test scores. Students who analyze their learning process become better learners Assessment on learning outcomes helps students identify their learning gaps and evaluate their learning experience
Instructional Design: Sample questions to use as a template or model-
1. OutcomeWhat do you want the student to be able to do?
2. CurriculumWhat does the student need to know in order to perform or demonstrate the outcome?
3. PedagogyWhat type of instruction will best enable the learning?
4. AssessmentHow will the student demonstrate the learning?
5. Criteria/rubrics for evaluationHow will I know the student has done this well?
Goals and Outcomes:Resources ACRL Information Literacy Competency Standards for HE Objectives for Information Literacy Instruction: a Model Statement for Academic Librarians Framework for 21st Century Skills Individual Academic/Professional Standards or Curricular Outcomes associated with Information Literacy
AssessmentOutcomes should be measurableMethods and Tools: Surveys Focus groups Interviews and observations Tests Rubrics Performance assessments
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