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Using assessment to shape information literacy goals <ul><li>Bonnie J. M. Swoger </li></ul><ul><li>SUNY Geneseo </li></ul>...
<ul><li>Assessment is only useful if you do something with the information collected. </li></ul>
<ul><li>One shot instruction in a freshman writing seminar </li></ul><ul><li>50 or 75 minutes </li></ul>
<ul><li>Make them assessable </li></ul><ul><li>Collaborative process </li></ul><ul><li>Not proscribing the lesson, but the...
The assessment <ul><li>2008-2009 school year </li></ul><ul><li>Pre and Post assessment of first year students </li></ul><u...
Results
<ul><li>Goal 1: Access Library resources and services by successfully navigating the Milne Library website. </li></ul>
<ul><li>No more guided tours of the library website </li></ul><ul><li>Retained a focus on ILL services </li></ul>Changes t...
<ul><li>Goal 2: Use GLOCAT to locate a variety of materials in Milne Library. </li></ul>
<ul><li>Reduced emphasis on the mechanics of any particular database </li></ul><ul><li>We still want students to learn wha...
<ul><li>Goal 3: Use research tools and strategies to identify and locate periodical articles on a specific topic. </li></ul>
<ul><li>Re-arranged, but left largely in tact </li></ul>Changes to Goal 3
<ul><li>Assessing things we weren’t trying to teach them </li></ul>
<ul><li>Assessing not just student learning, but the appropriateness of our goals and objectives </li></ul>
<ul><li>Scholarly vs. Popular </li></ul><ul><li>Usefulness of different types of resources </li></ul>Additional Changes
It’s a cycle...
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Using assessment to shape information literacy goals

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Presented at the SUNY Librarians Association Annual Conference, June 18, 2010

Assessment of student learning is only useful if it informs instructional and program goals. At SUNY Geneseo’s Milne Library, librarians defined clear goals and objectives for a required information literacy session conducted in each first year writing seminar. After the original goals and objectives were defined, students in the first year writing seminar completed a pre and post assessment consisting of multiple choice questions, attitudinal questions, and research questions designed to get students to search for and find various information resources. Based on these results, librarians were able to assess their teaching techniques and the relevance of the defined learning outcomes.

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Using assessment to shape information literacy goals

  1. 1. Using assessment to shape information literacy goals <ul><li>Bonnie J. M. Swoger </li></ul><ul><li>SUNY Geneseo </li></ul><ul><li>SUNYLA 2010 Conference </li></ul><ul><li>SUNY Brockport, June 17, 2010 </li></ul>
  2. 2. <ul><li>Assessment is only useful if you do something with the information collected. </li></ul>
  3. 3. <ul><li>One shot instruction in a freshman writing seminar </li></ul><ul><li>50 or 75 minutes </li></ul>
  4. 4. <ul><li>Make them assessable </li></ul><ul><li>Collaborative process </li></ul><ul><li>Not proscribing the lesson, but the outcomes </li></ul><ul><li>Faculty survey </li></ul>Setting our Original Goals
  5. 5. The assessment <ul><li>2008-2009 school year </li></ul><ul><li>Pre and Post assessment of first year students </li></ul><ul><li>Multiple choice, attitudinal, and research questions </li></ul>
  6. 6. Results
  7. 7. <ul><li>Goal 1: Access Library resources and services by successfully navigating the Milne Library website. </li></ul>
  8. 8. <ul><li>No more guided tours of the library website </li></ul><ul><li>Retained a focus on ILL services </li></ul>Changes to Goal 1
  9. 9. <ul><li>Goal 2: Use GLOCAT to locate a variety of materials in Milne Library. </li></ul>
  10. 10. <ul><li>Reduced emphasis on the mechanics of any particular database </li></ul><ul><li>We still want students to learn what kinds of materials can be found through our primary search tool </li></ul><ul><ul><li>(challenging, because it has changed recently) </li></ul></ul>Changes to Goal 2
  11. 11. <ul><li>Goal 3: Use research tools and strategies to identify and locate periodical articles on a specific topic. </li></ul>
  12. 12. <ul><li>Re-arranged, but left largely in tact </li></ul>Changes to Goal 3
  13. 13. <ul><li>Assessing things we weren’t trying to teach them </li></ul>
  14. 14. <ul><li>Assessing not just student learning, but the appropriateness of our goals and objectives </li></ul>
  15. 15. <ul><li>Scholarly vs. Popular </li></ul><ul><li>Usefulness of different types of resources </li></ul>Additional Changes
  16. 16. It’s a cycle...

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