Collaborative presentation between University of Hawaii, Maui College and University of Hawaii-West Oahu librarians.

1. SUCCESSFUL
INFORMATION
ASSESSMENT
LITERACY
Or…. “How to Do It and What to Do Once You’ve Done it”
HLA 2015
Ellen Peterson
UH Maui College
Pearl DeSure
UH West Oahu
Alphie Garcia
UH West Oahu

2. WHY & HOW
WE DO IT
Information literacy is included in
Standard 2.2a of the "Teaching and
Learning" section. ".... 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."
Continued…

3. WHY & HOW
WE DO IT
CASLO
Assessment
Cycle Prezzi

4. WHY & HOW
WE DO ITContinued…
IL Rubric Used
To Evaluate
Evidence

5. WHY & HOW
WE DO IT

6. WHY & HOW
WE DO IT

7. The evidence demonstrates student achievement of the Information
Literacy CASLO at a level of skill appropriate for the degree.
VALUABLE DATA
ASSESSMENT RESULTS:

8. Senior capstone ENG 200
VALUABLE DATA
ASSESSMENT RESULTS:

9. VALUABLE DATA
ASSESSMENT RESULTS:

10. ASSESSMENT RESULTS:
SUGGESTIONS FOR
IMPROVEMENTS
1: Gap. Faculty avoid research
projects or assign research
projects with minimal
information literacy instruction
and practice. These faculty cite
issues of workload and courses
already overloaded with
curriculum that they need to
cover.
Sample
Suggestion

11. ASSESSMENT RESULTS:
SUGGESTIONS FOR
IMPROVEMENTS
1b: Action Plan.Outsource a
portion of the information literacy
to the experts in the library. Utilize
librarians to update students on the
latest information literacy tools,
resources, and strategies. This can
take the form of a classroom
presentation or learning module
that takes place in the library or
online.
Sample Action
Plan

12. WHAT TO DO
WITH IT!?
• Understand & Interpret
• Spin It & Talk About It:
“We’re Failing Our
Students!”
• Use it to Leverage Funding
& Other Types of Support
• Implement Suggestions

13. WHAT TO DO
WITH IT!?
• Improve assessment
strategies
• Move towards developing
a formalized information
literacy program
• with institutional
support

14. & CHALLENGES
OBSTACLES
• Closing the Loop
• Faculty Buy-In Suggested
Solution: “What’s
In The Box?”
Embed into
Program Review

15. What’s in the box?
BA
By English Professor Eric Engh, UHMC

16. Hint #1
Common features of A:
• Intimidated/alienated by academic culture.
• Challenged by socio-economic conditions.
• Have pre-college-level academic skills.
• Lack the habit of literacy in their lives.
• Own a device that provides an endless supply of
entertaining distractions and fits comfortably in a standard
sized pocket.
• Struggle to sustain interest/focus beyond a few minutes
when passive.
• Have low-level external support for their decision to
attend college.
• Cram college-work into an extremely busy weekly
schedule that includes work and family duties.
• Lack a reasonable expectation of the level of work
required to attain a college degree.

17. Hint #1 (part two)
Common features of A:
• Have developed an armor of defense
mechanisms to discount the value of an
education and justify quitting or failure.
• Have unrealistic expectation and delusional
goals.
• Long for meaningful interpersonal connections.
• Thrive in contexts that foster intellectual
stimulation and authentic personal growth.
• Possess unlimited potential.

18. What’s in the box?
BA

19. Hint #2
Intended features of B:
• Prepared to make choices and engage in
behaviors that lead to a vital, meaningful
life.
• Ready for effective performance in the
workplace or subsequent academic work.
• Prepared for participation in a multi-
cultural, democratic society.

20. What’s in the box?
• Prepared to make
choices and engage in
behaviors that lead to a
vital, meaningful life.
• Ready for to effective
performance in the
workplace.
• Prepared for
participation in a multi-
cultural, democratic
society.
• Intimidated/alienated by academic culture.
• Challenged by socio-economic conditions.
• Have pre-college-level academic skills.
• Lack the habit of literacy in their lives.
• Own a device that provides endless entertaining
distractions and fits comfortably in a standard sized
pocket.
• Struggle to sustain interest/focus beyond a few minutes.
• Have low-level external support for their decision to
attend college.
• Cram college-work into an extremely busy weekly
schedule that includes work and family duties.
• Lack a reasonable expectation of the level of work
required to attain a college degree.
• Have developed an armor of defense mechanisms to
discount the value of an education and justify quitting or
failure.
• Lack a reasonable expectation of the level of work
required to attain a college degree.
• Have developed an armor of defense mechanisms to
discount the value of an education and justify quitting or
failure.
• Have unrealistic expectation and delusional goals.
• Long for meaningful interpersonal connections.
• Thrive in contexts that foster intellectual stimulation and
authentic personal growth.
• Possess unlimited potential.

21. What’s in the box?
BA
Transformational
student learning!

22. What’s in the box?
The box is challenging and stimulating.
BA
Rigorous learning
experiences that
stimulate exploration
and challenge self-
expectations.

23. What’s in the box?
The box feels relevant.
BA
Learning activities that
apply knowledge and
skills to chosen
aspirations or the
reality of everyday life.

24. What’s in the box?
The box welcomes students as
they are, but challenges them to grow.
BA
Instruction and
interaction that balances
affirmation of identity
with the challenge to
grow into alien
intellectual territory.

25. What’s in the box?
The box is a place for meaningful
connections.
BA
Collaboration with
classmates and
personal interaction
with my instructors.

26. What’s in the box?
The box is a place where students feel
like people want them to succeed.
BA
Support from a variety
of sources that
welcome and address
my unique challenges.

27. Information Literacy
CASLO Assessment:
The purpose of CASLO Assessment is
to identify opportunities to improve
student learning. Improve
what
happens in
here!

28. Information Literacy
CASLO Assessment:
Identify gaps and inspire action plans
for improvement.

29. Information Literacy
CASLO Assessment:
Identify best practices to share and
spread across the campus.

30. & CHALLENGES
OBSTACLES
• Institutional support
• Managing
expectations

31. OPPORTUNITIES
• Identification of Best
Practices & Areas for
Improvement
• Highlight Library Services
• Leverage data to secure
Funding

32. INNOVATIONS
• Recognizing that IL is a
Campus-Wide responsibility
• Identifying New Partners
for Improving IL on Campus
• Including the Employer
Community in Assessment

33. YOU!THANK
Ellen Peterson
UH Maui College
epeterso@hawaii.edu
Pearl DeSure
UH West Oahu
pearld@hawaii.edu
Alphie Garcia
UH West Oahu
alphie@hawaii.edu