Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Improving Teaching and Learning: Using Rubrics to Measure Information Literacy Skills
1. Improving Teaching and Learning:
Using Rubrics to Measure Information
Literacy Skills
QQML Conference
2012
Kathy Crowe
Associate Dean for Public Services
2. Information literacy program
• Long history of
commitment to
information literacy
• Two positions devoted
to information literacy
• 650 classes 2010-11
• Online tutorial since
2000
• Information literacy
game 2008
3. Information literacy in the curriculum
at UNCG
• Librarians serve on UNCG Faculty Senate
committees
• Information literacy included in one of core
General Education learning goals:
– Foundational skills: “Think critically, communicate
effectively, and develop appropriate fundamental
skills in quantitative and information literacies.”
4. Information literacy assessment
• Established student learning outcomes 2009
• Experimented with a variety of methods – pre
and post tests, clickers, one minute papers,
worksheets
• Administered iSkills test Spring 2010
5. Assessment study
• Communication Studies (CST 300)
• Four semester study
– Pilot Spring 2009
– Fall 2009 & Spring 2010
– Added inter-raters Spring 2011
6. CST 300
• CST 300 (Communication Theory) required of
all CST majors
• Students required to write 8-10 pp paper
using primary research articles
• Long history of collaboration with the Library
– Students attend library instruction session
– Librarian prepares Lib Guide
– Student complete worksheet
7. CST 300 worksheet
• Identify theory and context
• Identify keywords and Boolean search
• Identify 1 book or chapter
• Identify 3 primary source articles
• Use APA citation style
8. Five questions (Gilchrist and Zald) ACRL Information
Literacy Assessment Immersion
What do you want the
1. Outcome
student to be able to do?
What does the student need
2. Curriculum to know in order to do this
well?
What type of instruction will
3. Pedagogy
best enable the learning?
How will the student
4. Assessment
demonstrate the learning?
How will I know the student
5. Criteria for evaluation
has done this well?
9. Information literacy outcomes
• Students construct a search strategy using
appropriate vocabulary and Boolean operators
in order to search for information effectively
• Students distinguish primary source journal
articles in order to gather appropriate
resources for a research paper
• Students apply an established citation style in
order to document the sources they use
appropriately.
10. Course outcome for information
literacy
• Apply a working knowledge of information
literacy as a tool for scholarship in
communication studies including APA style for
professional writing , library search techniques
and use of primary sources (journal articles
and other research publications)
11. CST Department learning outcome
• 4. Engage communication scholarship using
appropriate theory and research methods.
4.1 Complete an independent research project that
applies appropriate theory and methodology to a
communication problem.
12. Curriculum and Pedagogy
• Students attended class • Using encyclopedias and
session by a librarian texts to help choose
• Completed worksheet relevant vocabulary
(revised to match • Using Boolean operators
outcomes) • Library catalog
• Selecting and using
databases
• Scholarly vs. popular
articles
• Primary source articles
• Communication Studies
journals
• APA handout
14. Outcome #1 (CST 300)
Students construct a search strategy using appropriate vocabulary and Boolean operators in
order to search for information effectively.
Criteria: Uses two variables in search
strategy with “and” operator
Uses two topic-related variables with
(3) Excellent “and” operator appropriately
Uses two variables but 1 term
(2) Good doesn’t match topic or uses “and”
operator inappropriately
Uses one topic-related variable and
(1) Acceptable doesn’t use “and” appropriately
Missing variables and terms don’t
(0) Needs Improvement match topic. Doesn’t use “and”
operator
15. Outcome #2
Students distinguish primary source research material in order to gather appropriate resources
for a research paper.
Criteria: Student selects Appropriate Includes theory
primary source journals or books and context in
research material material
All items from
All items are primary Communication/Allied Theory and context in
(3) Excellent source research all items
journals or scholarly
books
2 items from
Two items are primary Communication/Allied Theory and context in
(2) Good source material journals or scholarly 2 items
books
1 item from
One item is a primary Communication/Allied Theory and context in
(1) Acceptable source journals or scholarly 1 item
books
No items from
Does not include
(0) Needs No items are primary Communication/Allied
theory in context in
Improvement research journals or scholarly
any items.
books
16. Outcome #3
Students apply an established citation style in order to document the sources they use
appropriately.
Criteria – APA format: Student includes all components of a
citation in correct order, format and
punctuation in accordance with the
APA style.
Citations include all components with correct order,
(3) Excellent format and punctuation
Citations are missing one of the following:
(2) Good •1 item out of order
•1 punctuation item
Citations are missing one of the following:
•1 component
(1) Acceptable •1 item out of order
•1 punctuation item
Citations are missing two of the following:
•1 component
(0) Needs Improvement •1 item out of order
•1 punctuation item
17. Results -Skills 2009
Skills Spring 2009
1.6
1.4
1.2
1
0.8
0.6
0.4
0.2
0
Q1 two variables Q2 and operator Q3 theory & context Q4 primary research Q5 appropriate Q6 APA
in sources articles journals
19. Recommendations after pilot
• Fall 2009 • Spring 2010
– Require students to take – Developed tutorial on
selected chapters of primary sources in
Libraries tutorial Communication Studies
– Delay instruction session
so that students have
more time to think
about their topics
– Revise rubric to include
four levels
– Score the annotated
bibliography
23. Conclusions and outcomes
• Pilot provided solid data that students not
gaining information literacy skills
• One-shot lecture and worksheet not adequate
• APA performance still a challenge
• Closed the loop on assessment
• Enhanced collaboration with teaching faculty
in CST
24. Outcomes, cont.
• CST did faculty survey Fall 2010 to improve
delivery of information literacy skills across their
curriculum
• As a result crafted 8 information literacy learning
outcomes for majors
• Added SLO to all syllabi:
– Apply a working knowledge of information literacy as
a tool for scholarship in communication studies
including APA style for professional writing, library
search techniques, and use of primary sources
(journal articles and other research publications).
