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Assessing Information Literacy From the Ground Up

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How to start an information literacy program at your academic library

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Assessing Information Literacy From the Ground Up

  1. 1. Assessing Information Literacy from the Ground Up – Creating a Culture of Assessment <br />Kristy Motz, Randall Schroeder & Mari Kermit-Canfield<br />Ferris State University<br />
  2. 2. FLITE Assessment Team<br />
  3. 3. What’s Out There?<br />
  4. 4. Starting Up – Graduate Level Assessments (CMS)<br /><ul><li>Developed tools two years ago in Blackboard Vista product
  5. 5. Ran assessments through several semesters
  6. 6. Summer 2009: Refined questions and mapped them to Information Literacy Competency Standards for Higher Education</li></li></ul><li>MMBA Pre- and Post-Instruction Assessments<br /><ul><li>Mixed delivery or blended delivery class
  7. 7. Two Saturdays on-site - remaining course online
  8. 8. Class runs eight weeks = ½ semester
  9. 9. Assessments run in class first and last day
  10. 10. 8 questions pre-instruction (first day of class)
  11. 11. 5 questions post-instruction (end of class)</li></li></ul><li>Online Assessment in CMS<br />
  12. 12. Pre-Instruction Course Assessment<br />
  13. 13. Post-Instruction Assessment MMBA<br />
  14. 14. MMBA CMS Issues<br /><ul><li>Surveys or ungraded quiz tools from CMS don’t provide results.
  15. 15. Instructor must allow point credit for results to remain in Gradebook.
  16. 16. Students with first-day user ID/password problems can’t reach the assessment.
  17. 17. Questions must be tweaked to fit CMS question software format.</li></li></ul><li>Fall 2008 MMBA - Fagerman<br />
  18. 18. Summer 2009 MMBA - Hamel<br />
  19. 19. ESPN 505 Special Education <br /><ul><li>19 students took Pre-Instruction Assessment
  20. 20. 15 students took Post-Instruction Assessment
  21. 21. Instructor added 2 point bonus for participation
  22. 22. Instructor used CMS with on-campus course</li></li></ul><li>ESPN 505 PRE AND POST INSTRUCTION ASSESSMENT<br />
  23. 23. NEXT Steps: Real-Time Undergraduate assessments<br />
  24. 24. Vogel Library  FLITE <br /><ul><li>FLITE’s new department head: Feb 2008
  25. 25. Assessment Team’s new focus on Information Literacy Instrument
  26. 26. Announcement of new James Madison Information Literacy Testing</li></li></ul><li>How To Begin?Vogel Library – WarTburg College<br />
  27. 27. Vogel Library<br /><ul><li>Seven years of pre-instruction and post-instruction information literacy testing
  28. 28. Based on Information Literacy Competency Standards for Higher Education
  29. 29. Designed question by question to highlight targeted standards</li></li></ul><li>Vogel Library<br /><ul><li>Developed by
  30. 30. Librarians Randall Schroeder, Jill Gremmels, and Karen Lehman
  31. 31. Dr. Judith Griffith, English Faculty Chair
  32. 32. Led to Faculty Buy-In</li></li></ul><li>Vogel Adaptations to FLITE<br /><ul><li>FSU Students
  33. 33. FSU Focus and Mission
  34. 34. Information Literacy a new Concept
  35. 35. Implementation and Testing
  36. 36. Faculty Buy-in: 3 volunteers worked with us</li></li></ul><li>Challenges<br /><ul><li>Conflicts with Scantrons and Testing Center
  37. 37. Need for definitive learning outcomes
  38. 38. Testing on concepts not always covered in classes</li></li></ul><li>What are we Testing?<br />16. A student who is deciding what topic to research for an assigned paper approaches the reference librarian and says, “This summer was too hot. I wonder if it is because of global warming?”<br /> What might be the thesis statement of this student’s paper?<br />1. It was too hot this summer.<br />2. Global warming is causing the mean temperature of the earth to rise, which could have disastrous effects on the ecosystems of the planet.<br />3. Did global warming cause abnormal heat around the planet?<br />4. We should buy hybrid vehicles because of global warming.<br />5. This paper will be about the effects of global warming.<br />
  39. 39. Successes - Survey Questions <br /> Rank the activities on which you spent the most (4) to the least (1) time when you are on the computer. <br /><ul><li>Searching for specific information related to a school or personal task.
  40. 40. Communicating with individuals through Facebook/My Space, IM, or via e-mail.</li></ul> <br /><ul><li>Downloading movies, music or graphics.</li></ul> <br /><ul><li>Surfing the Internet for enjoyment or playing games.</li></ul> <br />
  41. 41. What do we know about our students?<br />
  42. 42. Where Do You Get Your Information?<br />
  43. 43. Which of these have you done within the last year?<br />
  44. 44. How many papers did you write?<br />
  45. 45. Schroeder Words of Wisdom: Hard Lessons Learned<br /><ul><li>Give yourself permission to fail
  46. 46. Assess to learn things – Don’t just assess to assess
  47. 47. Be sure to have Faculty Buy-In</li></li></ul><li>Starting Again<br /><ul><li>Involve new staff
  48. 48. Improve librarian buy-In
  49. 49. Imagine: What will happen when developers leave?</li></li></ul><li>What are the Information Literacy Competency Standards?<br />http://ala.org/ala/mgrps/divs/acrl/standards/standards.pdf<br />
  50. 50. FLITE Information Literacy Assessment Team CREATES LEARNING OUTCOMES<br /><ul><li>In-depth study of the 5 competency standards
  51. 51. Focus on performance indicators
  52. 52. Curriculum mapping - Group discussion and consensus
  53. 53. 7 performance indicators
  54. 54. 1-2 indicators from each standard</li></li></ul><li>FLITE Information Literacy Assessment Team CREATES LEARNING OUTCOMES<br /><ul><li>Group work: Individual questions written for each learning outcome (performance indicator) - 35 questions for assessments
  55. 55. Discussion and consensus: Team selected 34 questions for Question Bank
  56. 56. 12 questions are survey questions asked for every assessment
  57. 57. 22 questions can be tailored for class</li></li></ul><li>Information Literacy – Round Two Fall 2009<br /><ul><li>Question Bank built for use with different classes
  58. 58. Individualized assessments built by individual library instructors from Question Bank
  59. 59. Assessments delivered electronically if possible</li></li></ul><li>Survey Monkey<br />Started in 1999, SurveyMonkey is an online survey tool that enables people of all experience levels to create their own surveys quickly and easily.<br />
  60. 60. FLITE Library’s Assessment Team picked Survey Monkey because:<br /><ul><li>Seven years of pre-instruction and post-instruction information literacy testing
  61. 61. Based on Information Literacy Competency Standards for Higher Education
  62. 62. Designed question by question to highlight targeted standards</li></li></ul><li>FLITE Library’s Assessment Team picked Survey Monkey because…<br />History<br />Team members have previous experience with the program<br />Easy of use<br />User needs no statistical background<br />User needs no knowledge of statistical software<br />Malleable<br />Accessible from web; in class or at home<br />Easily printable for a paper version<br />
  63. 63. Success – Yes, You Can Too<br /><ul><li>We went beyond the “What if’s” and created a project.
  64. 64. We gave ourselves permission to fail.
  65. 65. We didn’t have to be perfect – we just had to start.
  66. 66. We created a Culture of Assessment: we refined what we did and moved on.</li></li></ul><li>Next Steps<br />Post-instruction assessment – Dec 2009<br />Refine questions based on data input<br />Expand to other faculty and departments <br />Adapt procedures for Distance Learning<br />Write new assessments for upper-level classes<br />
  67. 67. Accomplished Major Goal<br /><ul><li>Closed the loop
  68. 68. Curriculum mapping: using assessment data to revise and improve instruction curriculum
  69. 69. Keep assessing – TracDat</li></li></ul><li>Culture of Assessment<br /><ul><li>Helps us inform faculty where we want them to go with us
  70. 70. Allows us to create customized instructions across the curriculum
  71. 71. Showcases FLITE – the Library is one of the early reporters of assessment data on campus</li></li></ul><li>Just Start!<br /><ul><li>Get Faculty Buy-in
  72. 72. Give Yourself Permission to Fail
  73. 73. Take the Plunge and Begin</li></li></ul><li>Questions?<br />Kristen Motz motzk@ferris.edu<br />Randall Schroeder randallschroeder@ferris.edu<br />Mari Kermit-Canfield kermitt@ferris.edu<br />

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