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Cultivating Information Literacy Among Students: Lessons Learned from UCF’s Info Lit Mods

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Slides from invited session within the University of Mississippi's Faculty Development Series.

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Cultivating Information Literacy Among Students: Lessons Learned from UCF’s Info Lit Mods

  1. 1. Cultivating Information Literacy Among Students: Lessons Learned from UCF’s Info Lit Mods Dr. Kelvin Thompson University of Central Florida @kthompso #infolitmods This work is licensed under a Creative Commons Attribution-NonCommercial-Sharealike 3.0 Unported License. Portions of this work are the intellectual property of others and are attributed appropriately in context.
  2. 2. http://bit.ly/infolit_olemiss
  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. Trudeau, G. (2014, July 27). Doonesbury. [Cartoon]. Retrieved from http://www.gocomics.com/doonesbury /2014/07/27
  7. 7. “Personal Ecosystem” by ActiveSide on Flickr CC BY 2.0 license http://www.flickr.com/photos/activeside/2367540964/
  8. 8. 1 Internet Minute: 2012 v. 2013 All Rights Reserved by Quartz Used with permission. Data: GP Bullhound, Intel, Facebook, Twitter Quartz http://qz.com/150861/a-snapshot-of-one-minute-on-the-internet-today-and-in-2012
  9. 9. 2014 James, J. (2014, April 23). Every minute of the day. [Infographic]. Retrieved from http://www.domo.com/blog/201 4/04/data-never-sleeps-2-0
  10. 10. 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
  11. 11. “…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
  12. 12. 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
  13. 13. For Discussion • What brought you to this session today? • What specific information literacy needs are you facing in your role at Ole Miss? • What is preventing you from addressing these current needs?
  14. 14. ENTER UCF’S INFORMATION LITERACY MODULES
  15. 15. 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
  16. 16. 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
  17. 17. 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
  18. 18. 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 “non-traditional” (e.g., simulation/authentic assessment) as appropriate.
  19. 19. Start Time End Time Total Elapsed Time Time spent on each page within each section
  20. 20. Demo Video: Module Platform http://bit.ly/module_platform See info about WCET WOW Award http://bit.ly/platform_award
  21. 21. 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
  22. 22. 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
  23. 23. 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) Year Eight (2014-2015): regrouping (downsize?) Note: Revisions/maintenance annually
  24. 24. 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
  25. 25. How Are We Doing? Between June 23, 2008 – October 3, 2014 there have been: 209,287 "completions" by 37,584 students taught by 415 faculty who created 6602 instances of 15modules with an average score of 83.89%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.
  26. 26. SUPPORT
  27. 27. http://infolit.ucf.edu
  28. 28. Tiered Help Desk CDL Developers 1st 2nd 3rd
  29. 29. An Institutional Pilot BADGING THE INFOLITMODS
  30. 30. 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.
  31. 31. 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.
  32. 32. What Can I Read? BADGING MINI-PRIMER
  33. 33. http://bit.ly/CT_badge s
  34. 34. http://bit.ly/7things_badges
  35. 35. Structure of Pilot Project HOW DOES IT WORK?
  36. 36. http://credly.com
  37. 37. So How’s It Going? Findings From 8/23/2013 - 10/6/2014
  38. 38. Initial Data 40,080 - assessments that should have delivered a badge 41,170 - badges sent via institutional email addresses 12,799 - individual students who’ve earned badges 168 - students earning badges from non-assigned mods 136 (34 students) - Number of badges claimed via Credly
  39. 39. 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
  40. 40. CURRENT STATUS
  41. 41. Regrouping Mode • Funding cuts after 5+ years • New development on hiatus • Maintenance = Annual review/revision • High-change topics →non-module format? • More diverse array of infolit resources • Consider “thinning” slate of modules
  42. 42. ADDITIONAL INFOLIT RESOURCES
  43. 43. Guiding Principles/Lessons Learned for Enterprise-Level Modules BOILING IT DOWN
  44. 44. Guiding Principles/Lessons Learned • Student-centered • Faculty-focused • Technology-enabled • Design-conscious See expanded list at http://bit.ly/infolit_principles
  45. 45. 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 • Support it! See expanded list at http://bit.ly/infolit_principles
  46. 46. QUESTIONS? COMMENTS? DISCUSSION? 60
  47. 47. Follow-Up Dr. Kelvin Thompson kelvin@ucf.edu http://about.me/drkelvinthompson http://bit.ly/infolit_olemiss

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