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C H A R   B O O T H            S E A N     S T O N E           N A T A L I E       T A G G E




m     e    t   h       o   d     s       b     e     h    i    n     d         t    h    e

(instructional)                               MADNESS


               T H E   C L A R E M O N T     C O L L E G E S   L I B R A R Y
# A C R L 2 0 1 3
          @   honnoldlibrary
                @   c h a r b o o t h
m   e   t   h   o   d   s   b   e   h   i   n   d   t   h   e

(instructional)                 MADNESS
e n h a n c i n g   l e a r n i n g   t h r o u g h
e n h a n c i n g       l e a r n i n g       t h r o u g h




               M    A     P   P   I   N   G
e n h a n c i n g        l e a r n i n g                       t h r o u g h




                 M   A     P       P       I       N   G



             P   O   R    T    F       O       L   I   O   S
e n h a n c i n g          l e a r n i n g                             t h r o u g h




                   M   A       P       P       I           N   G



               P   O   R       T   F       O       L       I   O   S



           R       U       B           R               I       C        S
M   A       P       P       I           N   G



    P   O   R       T   F       O       L       I   O   S



R       U       B           R               I       C       S
{                                }
    THE   CLAREMONT   COLLEGES
{                                }
    THE   CLAREMONT   COLLEGES
{                                           }
    T   H   E   L   I   B   R   A   R   Y
{   }
{
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E V A L U A T I O N




I L     i n f r a s t r u c t u r e
E V A L U A T I O N




                      C O L L A B O R A T I O N




I L     i n f r a s t r u c t u r e
E V A L U A T I O N




                      C O L L A B O R A T I O N




                                      I M P R O V E M E N T




I L     i n f r a s t r u c t u r e
{                                                                       }
        1

                M   A       P       P       I           N   G



            P   O   R       T   F       O       L       I   O   S



    R           U       B           R               I       C       S
{                                  }
CONTEXTUAL   /   CULTURAL   INVESTIGATION
{                                             }
    C O N C E P T / M I N D   M A P P I N G




             m i n d o m o . c o m
{                                                        }
    C O N C E P T / M I N D          M A P P I N G



    assessment          &    project     planning

    COMMUNITY       &       CAPACITY     BUILDING

    brainstorming       &    discussion     capture

    C U R R I C U L U M      V I S U A L I Z A T I O N
{   assessment

    COMMUNITY

    brainstorming
                    &



    C U R R I C U L U M




    KNOWLEDGE
                        &



                        &
                             project

                            CAPACITY

                             discussion
                                         planning

                                         BUILDING

                                            capture

                             V I S U A L I Z A T I O N




                             MANAGEMENT
                                                         }
C U R R I C U L U M   V I S U A L I Z A T I O N
C A M P U S
P R O G R A M
REQUIREMENTS
O B J E C T I V E S   / O U T C O M E S
A N N O T A T I O N S
INSIGHT
    +
STRATEGY
CASE    STUDY:      ENVIRONMENTAL            ANALYSIS




       b i t . l y / c c l - e a m a p 2 0 1 2 - 1 3
MAP   DEVELOPMENT:   INFORMATION   SOURCES
MAP   DEVELOPMENT:      INFORMATION       SOURCES



c a t a l o g s   s c h e d u l e s   w e b s i t e s
7-BRANCH      STRUCTURE     REFLECTS      PROGRAM



c a t a l o g s   s c h e d u l e s   w e b s i t e s
L A Y E R E D   C A M P U S - L E V E L   D E T A I L
L A Y E R E D   C A M P U S - L E V E L   D E T A I L
L A Y E R E D   C A M P U S - L E V E L   D E T A I L
INSTRUCTION   STRATEGY:   CORE   SEQUENCE
INSTRUCTION   STRATEGY:   CORE   SEQUENCE
O U T C O M E :   C A P S T O N E   E M B E D D I N G
O U T C O M E :   O A   T H E S I S   U P L O A D S
O U T C O M E :   E A   W E B S I T E   I N T E G R A T I O N
O U T C O M E :   F E A T U R E   R E Q U E S T S
OUTCOME:   PROJECT/OUTREACH   TESTBED
T R A C K I N G
O U T C O M E S
S C A L I N G   U P :   M A P P I N G      P R O G R A M          P L A N




        b i t . l y / c c l - p r o j e c t m a p 2 0 1 2 - 1 3
S C A L I N G   U P :   M A P P I N G   P R O G R A M   P L A N
S C A L I N G   U P :   M A P P I N G   P R O G R A M   P L A N
{                                              }
    M A P P I N G      P O S I T I V E S



    powerful knowledge management tool

    INDIVIDUAL & INSTITUTIONAL BENEFIT

    flexible for IL, outreach, & collections

    STRATEGIC     &   STRUCTURAL      VIEW
{   steep   learning     curve   in

    ADMINISTRATIVE SUPPORT REQUIRED

    time    spent




    M A P P I N G
                    is
                                      some



                         structure-dependent

    MUST PERCEIVE VALUE IN EXERCISE




                            C A V E A T S
                                             cases




                                                     }
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                                                                S   2
                                                                        }
{   R   U
            P A I N ?



             B   R   I   C   S   }
{   F a c u l t y m a y n o t k n o w
    what they want you to do
    or how to define info lit…




                                        }
{   F a c u l t y m a y n o t k n o w
    what they want you to do
    or how to define info lit…



    …but
    they
           they ALL know what
           want from students.          }
{   R   U     B    R    I




        c u s t o m i z e
        R O A D M A P
        o f   l e a r n e
        C O M P E T E N C I E
                                C




                                    d
                                    S
                                    r
                                    S
                                        S




                                            }
m a p p i n g


  R E S O U R C E   S C A L A B I L I T Y


       T A R G E T E D      I N S T R U C T I O N

               S T U D E N T    C O M P E T E N C I E S




                        r u b r i c s
!                                                         !                           !                                 !                                !                          !
!                                                               Rating = 4                   Rating = 3                         Rating = 2                    Rating = 1                Score
               Performance Area                                 “Proficient”                “Competent”                        “Developing”                   “Beginning”
    Location/Scope of Information                             Student develops            Student develops a                Student develops an              Student develops a     !
!                                                             a thorough                  bibliography with                 incomplete bibliography          bibliography using
       --Has the student independently identified the         bibliography with           several sources of                that contains major errors       only web-based or
    extent of information needed for a project?               multiple and                information but shows             indicative of no coherent        Popular media
!                                                             diverse sources of          little attempt to diversify       search strategy                  sources. No
      --Has the student included multiple sources of          information.                sources.                                                           evidence that
    information and /or provided evidence of having           Search strategy is                                                                             a formal search
    employed a search strategy?                               evident.                                                                                       strategy was
                                                                                                                                                             used.
    Evaluate Information                                      Sources explore             Sources are all relevant          Sources are mostly                Sources used are      !
!                                                             multiple contexts           to the topic and                  relevant to the topic of         not relevant or are
       --Has the student demonstrated an effort to            for how information         represent a wide range            the project but represent        ancillary to the topic
    assess the relevance of retrieved information?            is crafted and              of viewpoints                     only a narrow range of           of the project
!                                                             student discusses                                             viewpoints
       --Has the student included an evaluation of            the limits of current
    potential bias in the information being used to           information
    construct arguments?

    Analyze Information                                       Effectively analyzes         Student attempts to               Student makes reference          Project lacks         !
!                                                             information from            perform some                      to the analysis used by          fluency or student
        --Has the student demonstrated proficiency with       multiple sources            analysis of information           others without performing        work is segmented
    the appropriate tools necessary to understand how         into a project that         but the approach is               original analysis                in such a way
    information sources are related?                          represents new or           not entirely                                                       that arguments are
!                                                             novel information           appropriate for the                                                unstructured
       --Has the student used appropriate analysis                                        project
    framework to integrate information into an
    Interpret Information
    argument?                                                  Student organizes,          Student develops                  Student develops some            Student largely       !
!                                                             synthesizes, and            unique thoughts but               unique thoughts but              recapitulates
      --Has the student used information and the              articulates                 communicates the new              generates some flawed            arguments of
    analysis of it to offer a unique narrative?               information in              information in an                 interpretations                  others without an
!                                                             a way that is               oblique manner                                                     original synthesis
      --Does the student understand how to effectively        accessible to
    communicate and interpret information for an              intended audience
    audience?
    Ethics of Information                                     Proper use of               Citations / bibliography          Some (but not all) source        No or very few        !
!                                                             paraphrasing/               are complete but                  material is cited;               citations; incomplete
        --Does the student display an awareness and           citations / footnotes       inconsistent                      paraphrased material isn't       bibliography;
    understanding of the ethical and legal guidelines         / bibliography              stylistically;                    properly cited or                material is quoted
    for appropriate use of information?                                                   paraphrased material              re-stated                        without proper
                                                                                          is not properly cited                                              attribution
!
C O U R S E   I N T E G R A T I O N   M A P   &   R U B R I C
First Year                   Second Year                      Third Year                     Fourth Year
                 Performance Area
                                                                 Students                      Students                        Students                        Students
Location/Scope of Information                           Student is capable of          Student is capable of           Student can develop a           Student can develop a
• Has the student independently identified the          developing a bibliography      developing a bibliography       bibliography with several       thorough bibliography with
   extent of information needed for a project?          using more than web-based      that is basic but begins to     sources of information and is   multiple and diverse
                                                        or popular media sources.      show an understanding of        beginning to use sources        sources of information
•   Has the student included multiple sources of        They are able to able very     coherent search strategies      and strategies that require a   showing the student has
    information and /or provided evidence of having     basic and general search       and an understanding of         deeper understanding of         developed a personal
    employed a search strategy?                         strategies.                    how to utilize EA resources.    sub-disciplines within EA.      research identity within
                                                                                                                                                       EA.
•   Does the student grasp the diversity of and major
    sources of EA literature?
Evaluate Information                                    Sources are appropriate to     Sources are more relevant       Sources are all relevant to     Sources explore multiple
• Has the student demonstrated an effort to assess      the topic of the project but   to the topic of the project     the topic and represent a       contexts for how
   the relevance of retrieved information?              sometimes tangential.          but may be derived from the     wide range of viewpoints as     information is crafted and
                                                        Student only understands       most obvious of “good”          well as types and levels of     student can discuss the
•   Has the student included an evaluation of           the most basic categories      resources.                      EA information as               limits of current information
    potential bias in the information being used to     and types of information.                                      appropriate.                    in the context of current EA
    construct arguments?                                                                                                                               information.

Analyze Information                                     Student analysis is            Student begins to more          Student can perform             Student effectively analyzes
• Has the student demonstrated proficiency with         segmented in such a way        effectively analyze EA          original analysis of            information from multiple,
   the appropriate tools necessary to understand        that arguments are             information across              increasingly specific           advanced sources into a
   how information sources are related?                 sometimes poorly structured    disciplines and recognizes      information and integrate       project that represents
                                                        due to a limited               multiple approaches to          the analyses into complex       significant new or novel
•   Has the student used appropriate analysis           understanding in properly      analysis based on the type      projects                        information in their field of
    framework to integrate information into an          analyzing EA information.      of information.                                                 interest within EA.
    argument?

Interpret Information                                   Student has limited original   Student expresses a greater     Student develops unique         Student organizes,
• Has the student used information and the              synthesis and often            understanding of the            thoughts on diverse EA          synthesizes, and articulates
    analysis of it to offer a unique narrative?         recapitulates arguments of     literature by beginning to      topics and related fields and   advanced information in
                                                        others with only minor         create wholly original ideas    begins to recognize the         a way that is accessible to
•   Does the student understand how to effectively      changes.                       from an original synthesis of   importance of proper            intended audience.
    communicate and interpret information for an                                       the information.                communication of their
    audience?                                                                                                          ideas.

Ethics of Information                                   Student is responsible for     Student begins to access and    Student can properly cite       Student exhibits proper use
• Does the student display an awareness and             appropriate attribution of     cite more advanced and non-     advanced and diverse            of paraphrasing, citations,
    understanding of the ethical and legal              basic information sources      traditional information in an   resources in a variety of       footnotes, bibliographies,
    guidelines for appropriate use of information?      and understanding and          appropriate way.                styles using a variety of       etc. in advanced original
                                                        avoiding plagiarism.                                           methods.                        work.
!
L I B R A R Y   I L   D E F I N I T I O N
CAMPUS-LEVEL                IMPLEMENTATION




C M C

        C G U

                H M C

                        K G I

                                P I T Z E R

                                              POMONA

                                                 SCRIPPS
SPECIFIC                 RUBRIC      APPLICATIONS



•  F i r s t - y e a r   seminar         work   evaluation

•  S e n i o r   capstone/thesis                evaluation:

   - P o m o n a         E A / K e c k    S c i e n c e / C M C

•  C a m p u s e s       accreditation          assessment
{                                       }
    faculty/librarian   collaboration




      R    U   B    R     I   C   S
{                                             }
    faculty/librarian      collaboration

    M U T U A L   U N D E R S T A N D I N G




       R    U     B    R     I    C    S
{                                                           }
    faculty/librarian               collaboration

    M U T U A L     U N D E R S T A N D I N G

    i m m e d i a t e       a s s e s s m e n t   t o o l




       R      U         B       R      I     C      S
{                                                           }
    faculty/librarian               collaboration

    M U T U A L     U N D E R S T A N D I N G

    i m m e d i a t e       a s s e s s m e n t   t o o l

    L O N G - T E R M            F R A M E W O R K




       R      U         B       R      I     C      S
{   3



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Fall 2012 - Spring 2013:
5 colleges, 5 first year programs
7 5 U N I Q U E L I B R A R I A N
C O L L A B O R A T I O N S
P O R T F O L I O S T R U C T U R E :
course/librarian based in LMS
WHAT IMPACT IS LIBRARY INVOLVEMENT
HAVING IN FIRST YEAR COURSES?



                S T U D E N T




    F A C U L T Y           L I B R A R I A N




 PORTFOLIO    ASSESSMENT          =   HOLISTIC
L I B R A R I A N S




 P   O   R   T   F   O   L   I   O   C   H   E   C   K   L   I   S   T
L I B R A R I A N S
 U P L O A D   C O U R S E   M A T E R I A L S   T O   S A K A I




         P R E / P O S T          R E T R E A T S
L I B R A R I A N S

   THREE-QUESTION   REFLECTIONS
S   T     U         D          E         N          T   S
          I N - C L A S S      S U R V E Y




        R E P R E S E N T A T I V E   P A P E R S
F   A        C         U         L        T   Y
          (IDEALLY) IN-CLASS SURVEY




        E N D - O F - T E R M   S U R V E Y
PARTICIPATION                      RATES

 59 classes responded to student survey
 = 7 9 %    r e s p o n s e     r a t e

 36 faculty post-instruction survey responses
 = 4 8 %     r e s p o n s e         r a t e

 17 faculty end of term survey responses
 = 2 6 %     r e s p o n s e    r a t e
S T U D E N T   A N D F A C U L T Y
S U R V E Y     R E S P O N S E S
Library instruction has helped me to... Find useful
            and appropriate resources.
S   T   U   D   E   N   T   R   E   S   P   O   N   S   E




F   A   C   U   L   T   Y   R   E   S   P   O   N   S   E
LIBRARY RESEARCH INSTRUCTION HAS HELPED ME TO...
EVALUATE THE QUALITY OF INFORMATION I ENCOUNTER
                                          ".
60%


50%


40%


30%                                                                              2011
                                                                                 2012
20%


10%


0%
      Strongly disagree   Disagree   Neither agree or   Agree   Strongly agree
                                         disagree
“IDENTIFY ONE OR MORE SKILLS OR OTHER TAKEAWAYS
FROM TODAY'S SESSION THAT WILL BE USEFUL TO YOU”
“ W H I C H O F T H E T O P I C S / C O N C E P T S C O U L D
H A V E B E E N E X P L A I N E D M O R E C L E A R L Y
O R E X P L O R E D I N G R E A T E R D E P T H ? ”
N    E      X    T        S    T     E    P    S

            Early summer post-retreat


Utilize portfolio data to discover best practices
for teaching to the CCL IL definition/Habits of
                       Mind


                     Rubrics for:
         best practices for teaching skills
               librarian performance
M E T A R E S U L T S

              Low (wor kloa d ) im pa c t


          U sef u l/posit iv e exper ienc e


  S c a la b le to oth er instr u c tion pr ogr a m s


  V a lu a b le a r c h iv e of t e a c h ing m a t e r ia ls
E V A L U A T I O N




                      C O L L A B O R A T I O N




                                    IMPROVEMENT




o u t c o m e s
i t e r a t i v e ,
c o l l e c t i v e .
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{?}
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                                                            S
C H A R         B O O T H :
char_booth@cuc.claremont.edu


S   E   A   N   S    T    O   N   E   :
sean_stone@cuc.clarenont.edu



N A T A L I E            T A G G E :
natalie_tagge@cuc.clarenont.edu




CLAREMONT            COLLEGES
L  I B  R             A  R  Y
L              I            N             K               S
           presentation slides slideshare.com/charbooth

          1st year instruction map bit.ly/ccl-firstyear2012

            ea curriculum map bit.ly/ccl-eamap2012-13

  claremont colleges library il rubric 2012-13 bit.ly/ccl-ilrubric

          student portfolio survey bit.ly/ccl-instructioneval

post-instruction faculty survey bit.ly/1styear-facclasseval2012-13

  end-of-term faculty survey bit.ly/1styear-factermeval2012-13

      three question reflection tinyurl.com/3qr-pomonaID1

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methods behind the instructional madness: enhancing learning through mapping, rubrics, and portfolios

  • 1. C H A R B O O T H S E A N S T O N E N A T A L I E T A G G E m e t h o d s b e h i n d t h e (instructional) MADNESS T H E C L A R E M O N T C O L L E G E S L I B R A R Y
  • 2. # A C R L 2 0 1 3 @ honnoldlibrary @ c h a r b o o t h
  • 3. m e t h o d s b e h i n d t h e (instructional) MADNESS
  • 4. e n h a n c i n g l e a r n i n g t h r o u g h
  • 5. e n h a n c i n g l e a r n i n g t h r o u g h M A P P I N G
  • 6. e n h a n c i n g l e a r n i n g t h r o u g h M A P P I N G P O R T F O L I O S
  • 7. e n h a n c i n g l e a r n i n g t h r o u g h M A P P I N G P O R T F O L I O S R U B R I C S
  • 8. M A P P I N G P O R T F O L I O S R U B R I C S
  • 9. { } THE CLAREMONT COLLEGES
  • 10. { } THE CLAREMONT COLLEGES
  • 11. { } T H E L I B R A R Y
  • 12. { }
  • 13. { I L R P M O U A R B P T F i n f r a s t r u c t u r e P R O I L I N I G O C S S }
  • 14. E V A L U A T I O N I L i n f r a s t r u c t u r e
  • 15. E V A L U A T I O N C O L L A B O R A T I O N I L i n f r a s t r u c t u r e
  • 16. E V A L U A T I O N C O L L A B O R A T I O N I M P R O V E M E N T I L i n f r a s t r u c t u r e
  • 17. { } 1 M A P P I N G P O R T F O L I O S R U B R I C S
  • 18. { } CONTEXTUAL / CULTURAL INVESTIGATION
  • 19. { } C O N C E P T / M I N D M A P P I N G m i n d o m o . c o m
  • 20. { } C O N C E P T / M I N D M A P P I N G assessment & project planning COMMUNITY & CAPACITY BUILDING brainstorming & discussion capture C U R R I C U L U M V I S U A L I Z A T I O N
  • 21. { assessment COMMUNITY brainstorming & C U R R I C U L U M KNOWLEDGE & & project CAPACITY discussion planning BUILDING capture V I S U A L I Z A T I O N MANAGEMENT }
  • 22. C U R R I C U L U M V I S U A L I Z A T I O N
  • 23. C A M P U S
  • 24. P R O G R A M
  • 26. O B J E C T I V E S / O U T C O M E S
  • 27. A N N O T A T I O N S
  • 28. INSIGHT + STRATEGY
  • 29. CASE STUDY: ENVIRONMENTAL ANALYSIS b i t . l y / c c l - e a m a p 2 0 1 2 - 1 3
  • 30. MAP DEVELOPMENT: INFORMATION SOURCES
  • 31. MAP DEVELOPMENT: INFORMATION SOURCES c a t a l o g s s c h e d u l e s w e b s i t e s
  • 32. 7-BRANCH STRUCTURE REFLECTS PROGRAM c a t a l o g s s c h e d u l e s w e b s i t e s
  • 33. L A Y E R E D C A M P U S - L E V E L D E T A I L
  • 34. L A Y E R E D C A M P U S - L E V E L D E T A I L
  • 35. L A Y E R E D C A M P U S - L E V E L D E T A I L
  • 36. INSTRUCTION STRATEGY: CORE SEQUENCE
  • 37. INSTRUCTION STRATEGY: CORE SEQUENCE
  • 38. O U T C O M E : C A P S T O N E E M B E D D I N G
  • 39. O U T C O M E : O A T H E S I S U P L O A D S
  • 40. O U T C O M E : E A W E B S I T E I N T E G R A T I O N
  • 41. O U T C O M E : F E A T U R E R E Q U E S T S
  • 42. OUTCOME: PROJECT/OUTREACH TESTBED
  • 43. T R A C K I N G O U T C O M E S
  • 44. S C A L I N G U P : M A P P I N G P R O G R A M P L A N b i t . l y / c c l - p r o j e c t m a p 2 0 1 2 - 1 3
  • 45. S C A L I N G U P : M A P P I N G P R O G R A M P L A N
  • 46. S C A L I N G U P : M A P P I N G P R O G R A M P L A N
  • 47. { } M A P P I N G P O S I T I V E S powerful knowledge management tool INDIVIDUAL & INSTITUTIONAL BENEFIT flexible for IL, outreach, & collections STRATEGIC & STRUCTURAL VIEW
  • 48. { steep learning curve in ADMINISTRATIVE SUPPORT REQUIRED time spent M A P P I N G is some structure-dependent MUST PERCEIVE VALUE IN EXERCISE C A V E A T S cases }
  • 49. { R P M O U A R B P T F P R O I L I N I G O C S S 2 }
  • 50. { R U P A I N ? B R I C S }
  • 51. { F a c u l t y m a y n o t k n o w what they want you to do or how to define info lit… }
  • 52. { F a c u l t y m a y n o t k n o w what they want you to do or how to define info lit… …but they they ALL know what want from students. }
  • 53. { R U B R I c u s t o m i z e R O A D M A P o f l e a r n e C O M P E T E N C I E C d S r S S }
  • 54. m a p p i n g R E S O U R C E S C A L A B I L I T Y T A R G E T E D I N S T R U C T I O N S T U D E N T C O M P E T E N C I E S r u b r i c s
  • 55. ! ! ! ! ! ! ! Rating = 4 Rating = 3 Rating = 2 Rating = 1 Score Performance Area “Proficient” “Competent” “Developing” “Beginning” Location/Scope of Information Student develops Student develops a Student develops an Student develops a ! ! a thorough bibliography with incomplete bibliography bibliography using --Has the student independently identified the bibliography with several sources of that contains major errors only web-based or extent of information needed for a project? multiple and information but shows indicative of no coherent Popular media ! diverse sources of little attempt to diversify search strategy sources. No --Has the student included multiple sources of information. sources. evidence that information and /or provided evidence of having Search strategy is a formal search employed a search strategy? evident. strategy was used. Evaluate Information Sources explore Sources are all relevant Sources are mostly Sources used are ! ! multiple contexts to the topic and relevant to the topic of not relevant or are --Has the student demonstrated an effort to for how information represent a wide range the project but represent ancillary to the topic assess the relevance of retrieved information? is crafted and of viewpoints only a narrow range of of the project ! student discusses viewpoints --Has the student included an evaluation of the limits of current potential bias in the information being used to information construct arguments? Analyze Information Effectively analyzes Student attempts to Student makes reference Project lacks ! ! information from perform some to the analysis used by fluency or student --Has the student demonstrated proficiency with multiple sources analysis of information others without performing work is segmented the appropriate tools necessary to understand how into a project that but the approach is original analysis in such a way information sources are related? represents new or not entirely that arguments are ! novel information appropriate for the unstructured --Has the student used appropriate analysis project framework to integrate information into an Interpret Information argument? Student organizes, Student develops Student develops some Student largely ! ! synthesizes, and unique thoughts but unique thoughts but recapitulates --Has the student used information and the articulates communicates the new generates some flawed arguments of analysis of it to offer a unique narrative? information in information in an interpretations others without an ! a way that is oblique manner original synthesis --Does the student understand how to effectively accessible to communicate and interpret information for an intended audience audience? Ethics of Information Proper use of Citations / bibliography Some (but not all) source No or very few ! ! paraphrasing/ are complete but material is cited; citations; incomplete --Does the student display an awareness and citations / footnotes inconsistent paraphrased material isn't bibliography; understanding of the ethical and legal guidelines / bibliography stylistically; properly cited or material is quoted for appropriate use of information? paraphrased material re-stated without proper is not properly cited attribution !
  • 56. C O U R S E I N T E G R A T I O N M A P & R U B R I C
  • 57. First Year Second Year Third Year Fourth Year Performance Area Students Students Students Students Location/Scope of Information Student is capable of Student is capable of Student can develop a Student can develop a • Has the student independently identified the developing a bibliography developing a bibliography bibliography with several thorough bibliography with extent of information needed for a project? using more than web-based that is basic but begins to sources of information and is multiple and diverse or popular media sources. show an understanding of beginning to use sources sources of information • Has the student included multiple sources of They are able to able very coherent search strategies and strategies that require a showing the student has information and /or provided evidence of having basic and general search and an understanding of deeper understanding of developed a personal employed a search strategy? strategies. how to utilize EA resources. sub-disciplines within EA. research identity within EA. • Does the student grasp the diversity of and major sources of EA literature? Evaluate Information Sources are appropriate to Sources are more relevant Sources are all relevant to Sources explore multiple • Has the student demonstrated an effort to assess the topic of the project but to the topic of the project the topic and represent a contexts for how the relevance of retrieved information? sometimes tangential. but may be derived from the wide range of viewpoints as information is crafted and Student only understands most obvious of “good” well as types and levels of student can discuss the • Has the student included an evaluation of the most basic categories resources. EA information as limits of current information potential bias in the information being used to and types of information. appropriate. in the context of current EA construct arguments? information. Analyze Information Student analysis is Student begins to more Student can perform Student effectively analyzes • Has the student demonstrated proficiency with segmented in such a way effectively analyze EA original analysis of information from multiple, the appropriate tools necessary to understand that arguments are information across increasingly specific advanced sources into a how information sources are related? sometimes poorly structured disciplines and recognizes information and integrate project that represents due to a limited multiple approaches to the analyses into complex significant new or novel • Has the student used appropriate analysis understanding in properly analysis based on the type projects information in their field of framework to integrate information into an analyzing EA information. of information. interest within EA. argument? Interpret Information Student has limited original Student expresses a greater Student develops unique Student organizes, • Has the student used information and the synthesis and often understanding of the thoughts on diverse EA synthesizes, and articulates analysis of it to offer a unique narrative? recapitulates arguments of literature by beginning to topics and related fields and advanced information in others with only minor create wholly original ideas begins to recognize the a way that is accessible to • Does the student understand how to effectively changes. from an original synthesis of importance of proper intended audience. communicate and interpret information for an the information. communication of their audience? ideas. Ethics of Information Student is responsible for Student begins to access and Student can properly cite Student exhibits proper use • Does the student display an awareness and appropriate attribution of cite more advanced and non- advanced and diverse of paraphrasing, citations, understanding of the ethical and legal basic information sources traditional information in an resources in a variety of footnotes, bibliographies, guidelines for appropriate use of information? and understanding and appropriate way. styles using a variety of etc. in advanced original avoiding plagiarism. methods. work. !
  • 58.
  • 59.
  • 60.
  • 61. L I B R A R Y I L D E F I N I T I O N
  • 62. CAMPUS-LEVEL IMPLEMENTATION C M C C G U H M C K G I P I T Z E R POMONA SCRIPPS
  • 63. SPECIFIC RUBRIC APPLICATIONS •  F i r s t - y e a r seminar work evaluation •  S e n i o r capstone/thesis evaluation: - P o m o n a E A / K e c k S c i e n c e / C M C •  C a m p u s e s accreditation assessment
  • 64. { } faculty/librarian collaboration R U B R I C S
  • 65. { } faculty/librarian collaboration M U T U A L U N D E R S T A N D I N G R U B R I C S
  • 66. { } faculty/librarian collaboration M U T U A L U N D E R S T A N D I N G i m m e d i a t e a s s e s s m e n t t o o l R U B R I C S
  • 67. { } faculty/librarian collaboration M U T U A L U N D E R S T A N D I N G i m m e d i a t e a s s e s s m e n t t o o l L O N G - T E R M F R A M E W O R K R U B R I C S
  • 68. { 3 R P M O U A R B P T F P R O I L I N I G O C S S }
  • 69. Fall 2012 - Spring 2013: 5 colleges, 5 first year programs
  • 70. 7 5 U N I Q U E L I B R A R I A N C O L L A B O R A T I O N S
  • 71. P O R T F O L I O S T R U C T U R E : course/librarian based in LMS
  • 72. WHAT IMPACT IS LIBRARY INVOLVEMENT HAVING IN FIRST YEAR COURSES? S T U D E N T F A C U L T Y L I B R A R I A N PORTFOLIO ASSESSMENT = HOLISTIC
  • 73. L I B R A R I A N S P O R T F O L I O C H E C K L I S T
  • 74. L I B R A R I A N S U P L O A D C O U R S E M A T E R I A L S T O S A K A I P R E / P O S T R E T R E A T S
  • 75. L I B R A R I A N S THREE-QUESTION REFLECTIONS
  • 76. S T U D E N T S I N - C L A S S S U R V E Y R E P R E S E N T A T I V E P A P E R S
  • 77. F A C U L T Y (IDEALLY) IN-CLASS SURVEY E N D - O F - T E R M S U R V E Y
  • 78. PARTICIPATION RATES 59 classes responded to student survey = 7 9 % r e s p o n s e r a t e 36 faculty post-instruction survey responses = 4 8 % r e s p o n s e r a t e 17 faculty end of term survey responses = 2 6 % r e s p o n s e r a t e
  • 79. S T U D E N T A N D F A C U L T Y S U R V E Y R E S P O N S E S
  • 80.
  • 81.
  • 82. Library instruction has helped me to... Find useful and appropriate resources.
  • 83. S T U D E N T R E S P O N S E F A C U L T Y R E S P O N S E
  • 84. LIBRARY RESEARCH INSTRUCTION HAS HELPED ME TO... EVALUATE THE QUALITY OF INFORMATION I ENCOUNTER ". 60% 50% 40% 30% 2011 2012 20% 10% 0% Strongly disagree Disagree Neither agree or Agree Strongly agree disagree
  • 85. “IDENTIFY ONE OR MORE SKILLS OR OTHER TAKEAWAYS FROM TODAY'S SESSION THAT WILL BE USEFUL TO YOU”
  • 86. “ W H I C H O F T H E T O P I C S / C O N C E P T S C O U L D H A V E B E E N E X P L A I N E D M O R E C L E A R L Y O R E X P L O R E D I N G R E A T E R D E P T H ? ”
  • 87. N E X T S T E P S Early summer post-retreat Utilize portfolio data to discover best practices for teaching to the CCL IL definition/Habits of Mind Rubrics for: best practices for teaching skills librarian performance
  • 88. M E T A R E S U L T S Low (wor kloa d ) im pa c t U sef u l/posit iv e exper ienc e S c a la b le to oth er instr u c tion pr ogr a m s V a lu a b le a r c h iv e of t e a c h ing m a t e r ia ls
  • 89. E V A L U A T I O N C O L L A B O R A T I O N IMPROVEMENT o u t c o m e s
  • 90. i t e r a t i v e ,
  • 91. c o l l e c t i v e .
  • 92. { R P M O U A R B P T F P R O I L I N I G O C S S }
  • 93. {?} R P M O U A R B P T F P R O I L I N I G O C S S
  • 94. C H A R B O O T H : char_booth@cuc.claremont.edu S E A N S T O N E : sean_stone@cuc.clarenont.edu N A T A L I E T A G G E : natalie_tagge@cuc.clarenont.edu CLAREMONT COLLEGES L I B R A R Y
  • 95. L I N K S presentation slides slideshare.com/charbooth 1st year instruction map bit.ly/ccl-firstyear2012 ea curriculum map bit.ly/ccl-eamap2012-13 claremont colleges library il rubric 2012-13 bit.ly/ccl-ilrubric student portfolio survey bit.ly/ccl-instructioneval post-instruction faculty survey bit.ly/1styear-facclasseval2012-13 end-of-term faculty survey bit.ly/1styear-factermeval2012-13 three question reflection tinyurl.com/3qr-pomonaID1