Centering Student Success on
Information Literacy: One Institution’s
Information Literacy Modules
Dr. Kelvin Thompson
Univ...
http://bit.ly/thompson_sacs13
CONNECTING TO INFORMATION
All Rights Reserved by Flickr user The Great Work
Used with permission.
http://www.flickr.com/photos/graywolfouroboros/700...
“A Wall of Books” by mikecogh on Flickr
CC BY 2.0 license
http://www.flickr.com/photos/activeside/2367540964/
“Personal Ecosystem” by ActiveSide on Flickr
CC BY 2.0 license
http://www.flickr.com/photos/activeside/2367540964/
1 Internet Minute: 2012 v. 2013

Data: GP Bullhound, Intel, Facebook, Twitter Quartz

All Rights Reserved by Quartz
Used w...
Students “Very Likely to Use…”
•
•
•
•
•
•
•
•
•

Google, etc. (94%)
Wikipedia, etc. (75%)
YouTube, etc. (52%)
Their peers...
“…the internet has opened up a
vast world of information for
today’s students, yet students’
digital literacy skills have ...
Employer Expectations
“…baseline information competencies…
knowing how and where to find information
online, without much ...
For Discussion
• What brought you to this session today?
• What specific information literacy needs are
you facing at your...
ENTER UCF’S INFORMATION
LITERACY MODULES
Origins
• QEP on Information Fluency
• “create or acquire accessible information
literacy learning modules… easily incorpo...
What’s So Special?
Other Modules

UCF’s Info Lit Mods

Very short/very lengthy

Complete-able in one sitting

Extra-curric...
What Is a Module?
• A module is a complete, automated instructional
resource (no instructor intervention required).
• Each...
What is a Module?
• Content presentation may be text, graphics,
video, interactive media, or a combination as
appropriate....
Start Time

End Time

Time spent on each page
within each section

Total Elapsed Time
Demo Video: Module Platform

http://bit.ly/module_platform

See info about WCET WOW Award

http://bit.ly/platform_award
Module Topics
•
•
•
•

Topics derived from ACRL standards + felt needs
15 modules total
Includes several style-guide-speci...
Faculty Use Cases
•
•
•
•
•

Reference material (no record of completion)
Completion "check off" (no connection to grades)...
Timeline
Year One (2007-2008): 4 modules
Year Two (2008-2009): 4 new modules (8 total)
Year Three (2009-2010): 4 new modul...
Terminology
• Module = complete, automated instructional
resource (no instructor intervention required).
• Instance = modu...
How Are We Doing?
Between June 23, 2008 – September
30, 2013 there have been:
150,882 "completions" by
29,010 students tau...
SUPPORT
http://infolit.ucf.edu
Tiered Help Desk

CDL Developers
An Institutional Pilot

BADGING THE INFOLITMODS
InfoLitMods Year One (2008-2009)

• 13,840 assessment completions by
• 4,433 students in
• 422 course sections taught or l...
InfoLitMods Year Four (2011-2012)

• 38,423 assessment completions by
• 8,082 students in
• 159 unique courses taught or l...
What Can I Read?

BADGING MINI-PRIMER
http://bit.ly/CT_badge
http://bit.ly/7things_badges
Structure of Pilot Project

HOW DOES IT WORK?
http://credly.com
So How’s It Going?
Initial Findings (as of 11/13/2013)
Initial Data
11,254 - assessments that should have delivered a badge
11,566 - badges sent via institutional email addresse...
Observations
• Earners driven by assignment (currently)

• Watching for student-driven uptick later
• Potential value in e...
CURRENT STATUS
Maintenance Mode
• Funding cuts after 5+ years
• New development on hiatus
• Maintenance = Annual review/revision
Guiding Principles/Lessons Learned

BOILING IT DOWN
Guiding Principles/Lessons Learned
•
•
•
•

Student-centered
Faculty-focused
Technology-enabled
Design-conscious

See expa...
Excerpted Principles/Lessons
• Look for complementary partnership(s)
• Ground modules in what students need to do
• Strate...
Your Personal Action Plan
• Reflect upon today’s session
• Review your notes
• Identify one or more ideas you can put into...
QUESTIONS?
COMMENTS?
DISCUSSION?

54
Follow-Up
Dr. Kelvin Thompson
kelvin@ucf.edu
http://about.me/drkelvinthompson

Elizabeth Killingsworth
elizabethk@smu.edu
...
Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules
Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules
Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules
Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules
Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules
Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules
Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules
Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules
Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules
Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules
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Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules

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Presentation at the 2013 annual meeting of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

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Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules

  1. 1. Centering Student Success on Information Literacy: One Institution’s Information Literacy Modules Dr. Kelvin Thompson University of Central Florida Elizabeth Killingsworth Southern Methodist University @kthompso #infolitmods @ekilling
  2. 2. http://bit.ly/thompson_sacs13
  3. 3. CONNECTING TO INFORMATION
  4. 4. All Rights Reserved by Flickr user The Great Work Used with permission. http://www.flickr.com/photos/graywolfouroboros/7000028698
  5. 5. “A Wall of Books” by mikecogh on Flickr CC BY 2.0 license http://www.flickr.com/photos/activeside/2367540964/
  6. 6. “Personal Ecosystem” by ActiveSide on Flickr CC BY 2.0 license http://www.flickr.com/photos/activeside/2367540964/
  7. 7. 1 Internet Minute: 2012 v. 2013 Data: GP Bullhound, Intel, Facebook, Twitter Quartz All Rights Reserved by Quartz Used with permission. http://qz.com/150861/a-snapshot-of-one-minute-on-the-internet-today-and-in-2012
  8. 8. Students “Very Likely to Use…” • • • • • • • • • Google, etc. (94%) Wikipedia, etc. (75%) YouTube, etc. (52%) Their peers (42%) Cliff Notes, etc. (41%) News sites of major news organizations (25%) Print or electronic textbooks (18%) Online databases (EBSCO, etc.) (17%) A research librarian (16%) http://bit.ly/pewreport_full
  9. 9. “…the internet has opened up a vast world of information for today’s students, yet students’ digital literacy skills have yet to catch up…” http://bit.ly/pew_summary
  10. 10. Employer Expectations “…baseline information competencies… knowing how and where to find information online, without much guidance, to use a search strategy beyond the first page of Google results, and to articulate a “best solution” and conclusion from all that was found.” [emphasis added] http://bit.ly/employer_study
  11. 11. For Discussion • What brought you to this session today? • What specific information literacy needs are you facing at your institution? • What is preventing you from addressing current needs?
  12. 12. ENTER UCF’S INFORMATION LITERACY MODULES
  13. 13. Origins • QEP on Information Fluency • “create or acquire accessible information literacy learning modules… easily incorporated into existing discipline courses and… available to students at all times” plus • “Alpha” stage learning object system
  14. 14. What’s So Special? Other Modules UCF’s Info Lit Mods Very short/very lengthy Complete-able in one sitting Extra-curricular Designed for integration Derivatives impractical Designed for instructor customization No assessment Competency-based assessment Limited user data Robust user data
  15. 15. What Is a Module? • A module is a complete, automated instructional resource (no instructor intervention required). • Each module based upon one identified learning outcome and contains content presentation, practice with feedback, and assessment of learning. • Each module object is completable in one sitting (no more than 30 minutes). • Designed for assigning by instructors or student self-selection
  16. 16. What is a Module? • Content presentation may be text, graphics, video, interactive media, or a combination as appropriate. • Practice/Assessment may be “traditional” (i.e., true/false or multiple choice) or “nontraditional” (e.g., simulation/authentic assessment) as appropriate.
  17. 17. Start Time End Time Time spent on each page within each section Total Elapsed Time
  18. 18. Demo Video: Module Platform http://bit.ly/module_platform See info about WCET WOW Award http://bit.ly/platform_award
  19. 19. Module Topics • • • • Topics derived from ACRL standards + felt needs 15 modules total Includes several style-guide-specific versions 12 discrete module topics with terminal learning objectives guiding assessments • “Avoiding Plagiarism” remains most assigned/completed module See topics/outcomes http://bit.ly/infolit_topics
  20. 20. Faculty Use Cases • • • • • Reference material (no record of completion) Completion "check off" (no connection to grades) Extra credit opportunity Score contributes to grade of another assignment Stand-alone graded assignment See elaboration at http://bit.ly/infolit_faculty
  21. 21. Timeline Year One (2007-2008): 4 modules Year Two (2008-2009): 4 new modules (8 total) Year Three (2009-2010): 4 new modules (12 total) Year Four (2010-2011): Add question bank Year Five (2011-2012): HTML 5 + 1 new module Year Six (2012-2013): 1 new module (14 total) Year Seven (2013-2014): 1 new module (15 total) Note: Revisions/maintenance annually
  22. 22. Terminology • Module = complete, automated instructional resource (no instructor intervention required). • Instance = module version provided to one group of students with group-specific settings • Completion = submission of an assessment attempt
  23. 23. How Are We Doing? Between June 23, 2008 – September 30, 2013 there have been: 150,882 "completions" by 29,010 students taught by 349 faculty who created 5645 instances of 15 modules with an average score of 84.6% across all modules’ summative assessments In end-of-term questionnaires... •Most faculty say they assign modules as stand-alone graded assignments. •On average, faculty report moderate impact on student knowledge/skills. •Few technical problems. (6% of student respondents indicate problems hindering completion. Tech support logs show far fewer numbers.) •On average, students say they have prior experience with content but get value from practice/feedback and find that the summative assessments accurately gauge their competence.
  24. 24. SUPPORT
  25. 25. http://infolit.ucf.edu
  26. 26. Tiered Help Desk CDL Developers
  27. 27. An Institutional Pilot BADGING THE INFOLITMODS
  28. 28. InfoLitMods Year One (2008-2009) • 13,840 assessment completions by • 4,433 students in • 422 course sections taught or led by • 94 faculty members who created • 430 instances of • 4 information literacy modules with an • average score of 85.30% across all modules' summative assessments.
  29. 29. InfoLitMods Year Four (2011-2012) • 38,423 assessment completions by • 8,082 students in • 159 unique courses taught or led by • 160 faculty members who created • 1275 instances of • 13 information literacy modules with an • average score of 85.19% across all modules' summative assessments.
  30. 30. What Can I Read? BADGING MINI-PRIMER
  31. 31. http://bit.ly/CT_badge
  32. 32. http://bit.ly/7things_badges
  33. 33. Structure of Pilot Project HOW DOES IT WORK?
  34. 34. http://credly.com
  35. 35. So How’s It Going? Initial Findings (as of 11/13/2013)
  36. 36. Initial Data 11,254 - assessments that should have delivered a badge 11,566 - badges sent via institutional email addresses 4039 - individual students who’ve earned badges 53 - students earning badges from non-assigned mods 56 (10+ students) - Number of badges claimed via Credly
  37. 37. Observations • Earners driven by assignment (currently) • Watching for student-driven uptick later • Potential value in each phase of badging: ○ Notification email ○ Claiming (“Save and Share”) ○ Making public ○ Linking to specific badges
  38. 38. CURRENT STATUS
  39. 39. Maintenance Mode • Funding cuts after 5+ years • New development on hiatus • Maintenance = Annual review/revision
  40. 40. Guiding Principles/Lessons Learned BOILING IT DOWN
  41. 41. Guiding Principles/Lessons Learned • • • • Student-centered Faculty-focused Technology-enabled Design-conscious See expanded list at http://bit.ly/infolit_principles
  42. 42. Excerpted Principles/Lessons • Look for complementary partnership(s) • Ground modules in what students need to do • Strategically align with faculty (make teaching role easier) • Get module topics right • Get granularity right • Collect data constantly See expanded list at http://bit.ly/infolit_principles
  43. 43. Your Personal Action Plan • Reflect upon today’s session • Review your notes • Identify one or more ideas you can put into action • Write down how you will apply the idea • Tell one other person what you plan to do • Discuss 30-60-90 feasibility • Exchange contact info and plan to touch base
  44. 44. QUESTIONS? COMMENTS? DISCUSSION? 54
  45. 45. Follow-Up Dr. Kelvin Thompson kelvin@ucf.edu http://about.me/drkelvinthompson Elizabeth Killingsworth elizabethk@smu.edu @ekilling http://bit.ly/thompson_sacs13

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