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Assessment of SUNY GenEd Information Management Competencies

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Assessment of SUNY GenEd Information Management Competencies

  1. 1. Assessment of SUNY GenEd Information Management Competencies Carleen Huxley, Librarian SUNY Jefferson
  2. 2. WGIL Task force on Information Management SUNYLA (SUNY Librarians Association) WGIL (Working Group for Information Literacy) Our charge – review and recommend
  3. 3. Information Management  Students will:  perform the basic operations of personal computer use;  understand and use basic research techniques;  locate, evaluate and synthesize information from a variety of sources
  4. 4. Where do librarians fit in?  Information literacy  find, retrieve, analyze and use information  Resources for finding information – research  Information literacy classes  Previously referred to as bibliographic instruction
  5. 5. Review process - Survey Sent out to General Education Representatives: Determine if and how the competencies are being assessed on SUNY campuses
  6. 6. Survey – 23 campuses responded University Colleges 29% Technology Colleges Community Colleges 54% 4% University Centers 13% SCHOOLS REPRESENTED
  7. 7. Schools represented
  8. 8. Is it apparent how the SUNY General Education competency for Information Management is measured on your campus? Yes, all of them – 20 Yes, some of them – 4 No – 1
  9. 9. 1. Perform the basic operation of personal computer use Assessed by survey or quiz TOTAL: 11 CCLA - 1 CLA - 1 Developed in-house - 7 SAILS - 1 TekAssess - 1 Assessed through coursework TOTAL: 11 Computer Science/Info Technology - 4 English Composition - 1 Freshman Orientation - 1 Information Literacy - 1 Unspecified - 4 Other TOTAL: 3 Library Instruction - 2 Library skills workbook - 1
  10. 10. 2. Understand and use basic research techniques Assessed by survey or quiz TOTAL: 9 Developed in-house - 7 SAILS - 2 Assessed through coursework TOTAL: 12 English Composition - 4 Freshman Orientation - 1 Information Literacy - 1 Research and Biostatistics - 1 Not specified - 5 Other TOTAL: 7 Library instruction - 3 Library skills workbook - 1 Library liaisons - 1 Unspecified - 2
  11. 11. 3. Locate, evaluate and synthesize information from a variety of sources Assessed by survey or quiz TOTAL: 6 Developed in-house - 4 SAILS - 2 Assessessed through coursework TOTAL: 13 English composition – 7 Information literacy -1 Unspecified - 5 Other TOTAL: 7 Library Instruction – 3 Library skills workbook – 1 Unspecified - 3
  12. 12. Review Process – Special Interest Groups  3T’s 2014: At the Core of Teaching, Transliteracy, Teaching  SUNY CIT 2014: Conference on Instructional and Technology  SUNY Library Association Annual Conference
  13. 13. Common thoughts  Covering computer skills and research skills simultaneously.  Language too ambiguous.  Skills need to translate to multiple mediums and literacies.  Students are probably competent and information literate, but not entirely sure how they become that way.  Rely on the law of exposure, learn by doing.  Faculty lower their expectations.
  14. 14. Recommendations Addressing computer skills and research/information literacy skills separately  They need to be treated independently of each other. Knowing how to use a computer is not the same thing as understanding how to find, evaluate and use information.  Use language more reflective of current pedagogy, responsive to the changing information technology environment.
  15. 15. Other models ACRL Framework for Information Literacy in Higher Education Metaliteracy AASL Standards for 21st Learner
  16. 16. ACRL Framework  Still being revised  Threshold concepts  Core tenets in a particular discipline that are transformative, irreversible, integrative, bounded and potentially troublesome. (Meyer & Land, 2006)
  17. 17. ACRL Framework Consists of:  6 Frames (thresholds)  Knowledge/practices  Dispositions No actual learning outcomes. Meant to function as a paradigm so educators can translate them into measurable outcomes they see fit.
  18. 18. ACRL Framework – 6 Frames Scholarship is a conversation Research as inquiry Authority is constructed an contextual Format as a process Searching as exploration Information has value Source: ACRL Framework for Information Literacy for Higher Education http://acrl.ala.org/ilstandards/wp-content/uploads/2014/02/Framework-for-IL-for-HE-Draft-2.pdf
  19. 19. Metaliteracy • Emerging technologies • Online communities • Participatory culture • Learners as content producers Source: Metaliteracy MOOC http://metaliteracy.cdlprojects.com/
  20. 20. AASL 21st Learner Inquire, think critically and gain knowledge Draw conclusions, make informed decisions, apply knoweldge to new situtions, and create new knowledge. Share knowledge and participate ethically and productively as members of our democratic society. Puruse personal and aesthetic growth. Source: 21st Century Learner http://www.ala.org/aasl/standards-guidelines/learning-standards
  21. 21. AASL 21st Learner - Crosswalk
  22. 22. Information Literacy skills Students will…  Contribute to the scholarly conversation at an appropriate level (online community, guided discussion, undergraduate research journal, conference presentation/poster).  Critically examine all evidence and ask relevant questions about origins, context, and suitability for the information need of the moment.  Find, evaluate, interpret, manage and use information to answer questions and develop new ones.  Students will understand the value of information as a commodity, intellectual property and/or economic gain.
  23. 23. Basic computer skills  Effectively and efficiently use appropriate software programs in order to succeed in the global workforce.  Save and share/transmit information using various file types (e.g. .pdf, .docx, image)  Understand the importance of privacy and ethical use of information with electronic communication.
  24. 24. Questions What skills are necessary or appropriate for GenEd Requirement?  How do we ensure students will learn these skills?  Does addition to or redefining the competencies entice assessment at a higher rate?
  25. 25. Website  http://scoapresentationinfomanagement.weebly.com/
  26. 26. Daempfle, P. (2013). Good science, bad science, pseudoscience, and just plain bunk: How to tell the difference. Lanham, MD: Rowman & Littlefield. Gullikson, S. (2006). Faculty perceptions of ACRL's Information Literacy Competency Standards for Higher Education. The Journal of Academic Librarianship, 32(6), 583- 592. Mackey, T., & Jacobson, T. (2010). Reframing information literacy as a metaliteracy. College & Research Libraries, 72(1), 62-78. McGuinness, C. (2006). What faculty think–exploring the barriers to information literacy development in undergraduate education. The Journal of Academic Librarianship, 32(6), 573-582. Meyer, J. (2014). Threshold concepts and troublesome knowledge ( 2 ): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49(3), 373-388. Oakleaf, M. (2014). A roadmap for assessing student learning using the new Framework for Information Literacy for Higher Education,. The Journal of Academic Librarianship, 40, 510-514.

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