Pasadena dayone


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This is a training session for librarians

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Pasadena dayone

  1. 1. Art Center information literacy and curriculum development Day One
  2. 2. Library Instruction Haiku 1) Write down the first three things you think about to describe library instruction 2) Everyone has two minutes to make a short poem/haiku using all three words
  3. 3. Libguide : http://csulb.lib centerIL
  4. 4. Shared Curriculum Survey Responses to outcomes Anything to add?
  5. 5. Survey Responses
  6. 6. Shared Curriculum Anything else?
  7. 7. Content we will cover Day one Definitions of information literacy Writing learning outcomes Models of integrating information literacy Types of assessment
  8. 8. ACRL Standards ACRL Framework Information has value Format as process Authority is constructed and contextual Research as inquiry Searching as exploration Scholarship is a conversation
  9. 9. Threshold Concepts 1. Identify threshold concepts in a course. List and rate concepts taught in the course. Which ones are central to the course and the discipline? Which ones seem most difficult for students? 2. Listen to students describe particular difficulties with learning. Gather formative feedback from students around the concept. 3. Compare expert knowledge to novice knowledge. Engage in reflective practice, recording your own impressions as students go through the learning process. 4. Design the course to focus on these concepts. During the course, maintain a “holding environment for the confusion.” Allow it to occur rather than moving on. Devise activities that show the student that they are not the only one confused. 5. Refresh the threshold concept—loop p back to it (learning is a recursive process.)
  10. 10. ART Standards (2007) Visual Literacy Standards (2011) Lower Order Higher Order Specific to the disciplines Starting point for considering threshold concepts at the Art Center
  11. 11. WASC Standards "2.2a. Baccalaureate programs engage students in an integrated course of study of sufficient breadth and depth to prepare them for work, citizenship, and a fulfilling life. These programs also ensure the development of core learning abilities and competencies including, but not limited to, college-level written and oral communication, college-level quantitative skills, information literacy, and the habit of critical analysis of data and argument. In addition, baccalaureate programs actively foster an understanding of diversity, civic responsibility, the ability to work with others, and the capability to engage in lifelong learning...“ -- from WASC Handbook of Accreditation P. 14, Section 2.2a
  12. 12. Appl ying whatyoulearned Look at your information competence documents and determine threshold concepts for Art Center
  13. 13. Value.
  14. 14. Why does information literacy matter?
  15. 15. Value. What is the library’s worth to the university? How do you show it? Move beyond data. Move beyond statistics. Value is measured by demonstrating the value the library has for student success
  16. 16. Librarian/Faculty Partnerships "If we wish the library to function more effectively in the college…we must direct our efforts toward the curriculum, working through faculty.” Patricia Knapp, 1958
  17. 17. Models of Faculty and Librarian Partnerships Librarian guest lecture Assignment creation Collaborative course design Co-teaching course Stand alone information literacy course Department level outcomes Campus level outcomes
  18. 18. Strategies for Collaboration Strategies for Library Faculty Partnerships Outreach Advocacy Faculty Profiles Communication Develop Model Programs Develop short term and long term goals Let Go
  19. 19. Faculty Culture Draw an imagethat symbolizes the relationship you have with Faculty at the Art Center
  20. 20. Faculty Culture Now draw an image that represents the perfect relationship between yourself and your faculty
  21. 21. Developing Learning Outcomes
  22. 22. Learning Outcomes What do you want the students to be able to do? What does the student need to know in order to do this well? What activity will facilitate the learning? How will students demonstrate the learning How will I know the student has done this well? Deb Gilchrist Immersion ‘06
  23. 23. Learning outcomes should... Have an action word that describes what the student will DO differently as a result of your course Describe meaningful learning Be measured/verified; i.e., you can measure students' ability to achieve them Represent high levels of thinking, rather than trivial tasks Be written in plain language students can understand
  24. 24. Bloom’s Taxonomy Lower Order Higher Order remember understand apply analyze evaluate create I use these every semester to create learning outcomes that are measurable. I have them on hand for faculty when they ask for assistance developing assignments.
  25. 25. Action Verbs Sample action verbs are: compile, create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, compare, rate, critique Certain verbs are unclear and cannot be observed or measured. These types of verbs should be avoided: know, become aware of, appreciate, learn, understand, become familiar with [1] Dubuque, Iowa: Kendall1Phillips, Louis. The Continuing Education Guide: the CEU and Other Professional Development Criteria. /Hunt Publishing Co., 1994.
  26. 26. Information Literacy Does not always mean going to the library for all research Interviews Analysis of data Collecting and presenting data Observation Analysis of media Community service Problem based learning Evidence based learning Citing sources for art Portfolios
  27. 27. Misconceptions about Information Literacy Every assignment needs outside research to assess information literacy skills Every course needs to get a library instruction session for students to learn these skills Every information literacy standard needs to be addressed and assessed in every course
  28. 28. Learning OutcomeVague: Participants will understand the nine reasons for conducting a needs assessment. Participants will develop an appreciation of cultural diversity in the workplace. Measurable: Participants will list nine reasons for conducting a needs assessment. Participants will summarize in writing their feelings about cultural diversity in the workplace.
  29. 29. Learning Outcomes Students will find art analysis of a painting in order to write a critique What do you want the students to be able to do? find art analysis of a painting in order to write a critique What does the student need to know in order to do this well? Use the Art Index and identify articles that contain art criticism
  30. 30. Learning Outcomes What activity will facilitate the learning? Hands-on activity using Art Index How will students demonstrate the learning Finding an article that contains art criticism How will I know the student has done this well? Article fits the criteria that defines art criticism Students will find statistics on a topic to support their thesis statement
  31. 31. Measuring learning outcomes What do you want them to do? What do they need to know? How will you assess their learning? By the end of this session students will be able to __(action verb)_+ (Skill) ____ in order to _____________(how you will assess their learning)____________ “By the end of this library session, students will be able to identify elements of a citation in order to give proper attribution.”
  32. 32. Possible outcomes for IL assignments Students will analyze resources in order to detect bias Students will evaluate web site content in order to select the most appropriate source Students will present research findings in order to apply information to formulate new knowledge
  33. 33. Course level outcomes No more than THREE learning outcomes per class session!!! Consider prior learning Incorporate active learning Make your outcome measurable
  34. 34. Appl ying whatyoulearned Based upon your threshold concepts, develop learning outcomes for each concept and show how you will measure them
  35. 35. / Curriculum Mapping Helps focus your efforts Alleviates seeing the same students Lets you graphically see common courses across departments or majors Evidence for inclusion in certain courses
  36. 36. / 1. look at your departments and classes you regularly teach or think you should teach 2. mark which standards are addressed/ideal for the course and what level they are being addressed 3. based upon this map you have a blueprint of which classes you should teach and which skills are being covered in the curriculum How to conduct a curriculum map by department
  37. 37. Appl ying whatyoulearned Download the curriculum map grid and look at your assigned departments. Fill out the map for all of your departments – look for common courses!
  38. 38. The Big Picture Why We Do What We do? Overview of Assessment
  39. 39. TYPES OF ASSESSMENT Formative Summative Direct/Authentic Indirect 4
  40. 40. Formative Assessment = One minute paper, clickers, reflective questions Summative Assessment= cumulative learning, portfolios, final exams Direct Assessment= Annotated bibliographies, in class worksheets, research papers Indirect Assessment = Observation or Surveys, interpretation or inference
  42. 42. Library Evaluation Form = Programmatic Assessment One minute paper= Course level Assessment Institutional Assessment= GE learning objectives Curriculum Mapping = Department Assessment
  43. 43. What does assessment look like?
  44. 44. Student Attitudes Lower Division 35.1 % Needs Improvement: Finding Full Text ALL self performance measures increased from Good to Very Good with the exception of Finding Full Text which moved TWO places
  45. 45. Student Comments Workshops
  46. 46. Student Attitudes Workshops/Lower Division
  47. 47. What does assessment of learning look like?
  48. 48. Home work!Search for one learning activity that meets one of the outcomes we created for the core concepts
  49. 49. Content we will cover Day two The Teacher in you Lesson Planning Significant learning Student Engagement Course activity toolkit