This document provides a summary and analysis of surveys administered to California community college librarians on information literacy. The surveys had 26 and 29 participants respectively and covered topics like how libraries identify learning objectives, use of student learning outcomes, and assessment practices. Key findings included that most libraries used ACRL standards and outcomes to develop objectives, over half used workshops for professional development, and the most common assessment was student surveys. Recommendations included training on the new ACRL Framework and further examining assessment practices.
Council of Chief Librarians Survey PresentationScott Lee
The document summarizes the results of surveys conducted by CCL on information literacy programs. Major themes identified included student learning outcomes, learning objectives, use of standards, and professional development. For student learning outcomes, the most common areas addressed were accessing information and evaluating sources. Learning objectives were most often based on student and college guidelines. Student equity funds were used for reserves, staffing, and other purposes. Over half of librarians attended workshops for professional development. No clear trends emerged for professional development needs or hot topics.
This document summarizes findings from a two-year study on lifelong learning conducted by Project Information Literacy. The study surveyed over 1,600 university graduates and found that:
1) Graduates were surprised by how much constant learning was required after university for personal, work, and community needs.
2) Graduates relied heavily on search engines for information, but also turned to friends and family almost as much.
3) Critical thinking skills developed in university were often transferable after graduation, though some skills like questioning needed more development.
The presentation recommends better preparing graduates for lifelong learning through information literacy interventions in higher education, public libraries, and K-12 curriculum.
Open Learning Analytics panel at Open Education Conference 2014Stian Håklev
The past five years have seen a dramatic growth in interest in the emerging field of Learning Analytics (LA), and particularly in the potential the field holds to address major challenges facing education. However, much of the work in the learning analytics landscape today is closed in nature, small in scale, tool- or software-centric, and relatively disconnected from other LA initiatives. This lack of collaboration, openness, and system integration often leads to fragmentation where learning data cannot be aggregated across different sources, institutions only have the option to implement "closed" systems, and cross disciplinary research opportunities are limited. Beyond the immediate concerns this fragmentation creates for educators and learners, a closed approach dramatically limits our ability to build upon successes, learn from failures and move beyond the "pockets of excellence (and failures)? approach that typifies much of the educational technology landscape.
The potential benefits of openness as a core value within the learning analytics community are numerous. Learning initiatives could be informed by large scale research projects. Open-source software, such as dashboards and analytics engines, could be available free of licensing costs and easily enhanced by others, and OERs could become more personalized to match learners' needs. Open data sets and reproducible papers could rapidly spread understanding of analytical approaches, enabling secondary analysis and comparison across research projects. To realize this future, leaders within the learning analytics, open technologies (software, standards, etc.), open research (open data, open predictive models, etc.) and open learning (OER, MOOCs, etc.) fields have established a "network of practice" aimed at connecting subject matter experts, projects, organizations and companies working in these domains. As an initial organizing event, these leaders organized an Open Learning Analytics (OLA) Summit directly following the 2014 Learning Analytics and Knowledge (LAK) conference this past March as means to further the goal of establishing "openness' as a core value of the larger learning analytics movement. Additional details on the Summit and those involved can be found at: http://www.prweb.com/releases/2014/04/prweb11754343.htm.
This panel session will bring together several thought leaders from the Open Learning Analytics community who participated in the Summit to facilitate an interactive dialog with attendees on the intersection of learning analytics and open learning, open technologies, open data, and open research. The presenters represent a broad range of experience with institutional analytics projects, an open source development consortium, the sharing of open learner data, and academic research on open learning environments.
This poster presentation summarizes a research project conducted by an academic library team to assess the impact of information literacy (IL) instruction on student critical thinking skills. The team used pre- and post-tests as well as a rubric to analyze student work. They found that IL instruction led to significant gains in students' abilities to develop topics, evaluate sources and information, with over 85% of students improving on these skills. The presentation concludes that embedding IL instruction across disciplines could further benefit student learning and success.
Educational Data Mining in Program Evaluation: Lessons LearnedKerry Rice
AET 2016 Researchers present findings from a series of data mining studies, primarily examining data mining as part of an innovative triangulated approach in program evaluation. Findings suggest that is it possible to apply EDM techniques in online and blended learning classrooms to identify key variables important to the success of learners. Lessons learned will be shared as well as areas for improving data collection in learning management systems for meaningful analysis and visualization.
Big Data and Higher Education originally appeared on datascience@berkeley and was produced in conjunction with the launch of Education and Skills 2.0: New Targets and Innovative Approaches, a new book from the World Economic Forum's Global Agenda Council on Education and Skills.
Council of Chief Librarians Survey PresentationScott Lee
The document summarizes the results of surveys conducted by CCL on information literacy programs. Major themes identified included student learning outcomes, learning objectives, use of standards, and professional development. For student learning outcomes, the most common areas addressed were accessing information and evaluating sources. Learning objectives were most often based on student and college guidelines. Student equity funds were used for reserves, staffing, and other purposes. Over half of librarians attended workshops for professional development. No clear trends emerged for professional development needs or hot topics.
This document summarizes findings from a two-year study on lifelong learning conducted by Project Information Literacy. The study surveyed over 1,600 university graduates and found that:
1) Graduates were surprised by how much constant learning was required after university for personal, work, and community needs.
2) Graduates relied heavily on search engines for information, but also turned to friends and family almost as much.
3) Critical thinking skills developed in university were often transferable after graduation, though some skills like questioning needed more development.
The presentation recommends better preparing graduates for lifelong learning through information literacy interventions in higher education, public libraries, and K-12 curriculum.
Open Learning Analytics panel at Open Education Conference 2014Stian Håklev
The past five years have seen a dramatic growth in interest in the emerging field of Learning Analytics (LA), and particularly in the potential the field holds to address major challenges facing education. However, much of the work in the learning analytics landscape today is closed in nature, small in scale, tool- or software-centric, and relatively disconnected from other LA initiatives. This lack of collaboration, openness, and system integration often leads to fragmentation where learning data cannot be aggregated across different sources, institutions only have the option to implement "closed" systems, and cross disciplinary research opportunities are limited. Beyond the immediate concerns this fragmentation creates for educators and learners, a closed approach dramatically limits our ability to build upon successes, learn from failures and move beyond the "pockets of excellence (and failures)? approach that typifies much of the educational technology landscape.
The potential benefits of openness as a core value within the learning analytics community are numerous. Learning initiatives could be informed by large scale research projects. Open-source software, such as dashboards and analytics engines, could be available free of licensing costs and easily enhanced by others, and OERs could become more personalized to match learners' needs. Open data sets and reproducible papers could rapidly spread understanding of analytical approaches, enabling secondary analysis and comparison across research projects. To realize this future, leaders within the learning analytics, open technologies (software, standards, etc.), open research (open data, open predictive models, etc.) and open learning (OER, MOOCs, etc.) fields have established a "network of practice" aimed at connecting subject matter experts, projects, organizations and companies working in these domains. As an initial organizing event, these leaders organized an Open Learning Analytics (OLA) Summit directly following the 2014 Learning Analytics and Knowledge (LAK) conference this past March as means to further the goal of establishing "openness' as a core value of the larger learning analytics movement. Additional details on the Summit and those involved can be found at: http://www.prweb.com/releases/2014/04/prweb11754343.htm.
This panel session will bring together several thought leaders from the Open Learning Analytics community who participated in the Summit to facilitate an interactive dialog with attendees on the intersection of learning analytics and open learning, open technologies, open data, and open research. The presenters represent a broad range of experience with institutional analytics projects, an open source development consortium, the sharing of open learner data, and academic research on open learning environments.
This poster presentation summarizes a research project conducted by an academic library team to assess the impact of information literacy (IL) instruction on student critical thinking skills. The team used pre- and post-tests as well as a rubric to analyze student work. They found that IL instruction led to significant gains in students' abilities to develop topics, evaluate sources and information, with over 85% of students improving on these skills. The presentation concludes that embedding IL instruction across disciplines could further benefit student learning and success.
Educational Data Mining in Program Evaluation: Lessons LearnedKerry Rice
AET 2016 Researchers present findings from a series of data mining studies, primarily examining data mining as part of an innovative triangulated approach in program evaluation. Findings suggest that is it possible to apply EDM techniques in online and blended learning classrooms to identify key variables important to the success of learners. Lessons learned will be shared as well as areas for improving data collection in learning management systems for meaningful analysis and visualization.
Big Data and Higher Education originally appeared on datascience@berkeley and was produced in conjunction with the launch of Education and Skills 2.0: New Targets and Innovative Approaches, a new book from the World Economic Forum's Global Agenda Council on Education and Skills.
Educational institutions are collecting large amounts of data but not effectively using it. Data analytics can help institutions increase profits, reduce dropout rates, and gain competitive advantages by better understanding student performance, identifying at-risk students, and tailoring education to individual needs. Analyzing academic, financial, and operational data through data analytics allows for targeted strategies, performance management, personalized education, and improved curriculum. This helps schools achieve goals of customizing learning and personalizing instruction for each student.
Jisc learning analytics service oct 2016Paul Bailey
This document summarizes Paul Bailey's presentation on Jisc's learning analytics service. It discusses what learning analytics is, how it can be used to improve student performance, teaching quality, and institutional strategy. The service will provide dashboards, a student app, and an alert system to help identify at-risk students. It will initially focus on student engagement and attainment data to improve retention and achievement. An on-boarding process and readiness assessment are also outlined to help institutions implement learning analytics. The goal is to launch the service in 2017 to measure its impact on key performance indicators.
Curriculum analytics: Using data from student learning analyticsJisc
This document discusses curriculum analytics, which is the use of data to understand and enhance the curriculum. It provides examples of how curriculum analytics can be used, such as identifying modules that result in better learning, understanding how curriculum sequencing affects performance, and informing real-time teaching adjustments. Potential users are identified as lecturers, course directors, learning technologists, and senior management. Next steps proposed include a curriculum data gathering pilot to define useful metrics and analyze use cases. The document advocates developing curriculum objects that describe curriculum aspects and associated analytics to enhance learning.
What data from 3 million learners can tell us about effective course designJohn Whitmer, Ed.D.
Presentation of research findings and implications from a large-scale analysis of LMS activity and grade data from across 927 institutions, 70,000 courses, and 3.3 million students. This webinar will speak to the promise (and potential pitfalls) of large-scale learning analytics research to promote student success.
The sxu library and information literacyvargas8854
The document summarizes a professional development day for faculty about improving student information literacy. It discusses the current state of student information literacy, findings from an information and communication technology exam, and provides suggestions to improve assignments and better develop student research skills. Common problems are identified, such as students not understanding why scholarly research is important or having difficulty finding appropriate resources. Suggestions are given to clearly outline assignment objectives and research expectations to match student abilities.
This study examines faculty perceptions of information literacy (IL) at four New Jersey institutions. A survey found that faculty highly value IL skills like evaluating information critically and using information ethically. However, only 55% of faculty believed students achieved these skills by graduation. Major deficiencies were identified in critical thinking and evaluation. The study recommends increased collaboration between libraries and faculty to better teach IL skills through activities like workshops and embedding instruction into key courses.
The document discusses how Newsome High School created an Instructional Leadership Team (ILT) to help support teachers' use of data-driven instruction and literacy standards. It describes how the ILT collects data from departments to identify areas for improvement. The goal is for teachers to evaluate the assessments they use to identify useful data for monitoring student progress in order to better target instruction. At professional development sessions, teachers will learn how to report the appropriate assessment data from their PLCs to the ILT to facilitate campus-wide improvements in literacy.
Educational Technology Update for Future Principals in WA State provides information about:
1) Key findings from the 2015-2016 Educational Technology Survey showing widespread connectivity and access to instructional devices in schools across Washington state.
2) Statewide educational technology initiatives including the K-20 Network, open educational resources, technology standards, and online assessments.
3) New legislation regarding computer science, digital citizenship, and sexual health education.
The Research Center for Chinese Science Evaluation (RCCSE) at Wuhan University has released four evaluation reports on Chinese universities since 2004. This document provides an overview of the methods and results from their 2010 evaluation of 980 Chinese universities. The evaluation assessed universities across 10 areas using a composite index system and analyzed regional competitiveness, rankings of top universities, and trends. Key findings showed concentrations of universities and competitiveness in eastern regions, stability among top universities, and a need for Chinese universities overall to focus on high quality, efficiency, and internationalization.
The UNC System Office commissioned a report called "Leading on Literacy" that identified opportunities
to improve teacher preparation programs, particularly in literacy instruction. In response, the UNC System
Office convened the Educator Preparation Advisory Group comprised of P12 and higher education experts
to develop strategies to improve teacher preparation. The Advisory Group will launch Communities of
Practice focused on early learning and literacy to incorporate insights from learning science into teacher
preparation programs with a focus on improving literacy and numeracy instruction.
The document discusses research into how primary school pupils search for information online. It aims to identify the search strategies pupils use, whether the information found is useful, and how pupils determine usefulness. The research will collect data through a task-based questionnaire with P4, P5 and P6 pupils. It will analyze the relationship between search strategies used and information retrieved to help teachers improve internet curriculum.
Jill Lindsey, OERC Director of Operations and Research, gave a keynote presentation at the Ohio Confederation of Teacher Education Organizations (OCTEO) Fall 2015 conference. The conference was designed to provide professional development opportunities for Teacher Educators.
From Data To Information Perspectives On Policy And PracticeJeff_Watson
The document summarizes the Milwaukee Public Schools' (MPS) efforts to develop a comprehensive data warehouse and integrated resource information system (IRIS) to support data-informed decision making and school improvement. Key points include:
- MPS has been working with university partners for over 10 years to build its data warehouse and use data to evaluate programs and student outcomes.
- Recent focus has been on redesigning the data warehouse to improve functionality, data quality, and user support. IRIS aims to connect resource allocation and expenditure data to student outcomes.
- Early successes of IRIS include improved data quality, tracking professional development and site-based resource allocation. Further work is needed to fully integrate systems and support
An overview of the OER Research Hub project by Patrick McAndrew, Simone Arthur, Rob Farrow, Bea de los Arcos, Nick Freear, Leigh-Anne Perryman, Beck Pitt, Claire Walker, Martin Weller
The National Research Center for Distance Education and Technological Advancements (DETA) is led by co-directors Tanya Joosten and Diane Reddy. DETA aims to identify best practices in distance education through rigorous interdisciplinary research. In its first year, DETA hosted a national summit and released a research toolkit. DETA is establishing research partnerships with various institutions and organizations to study factors impacting student success in distance education.
1) The document discusses big data and learning analytics in education, including how it has been featured in the NMC Horizon Report from 2010-2013. It describes how big data can be used for educational research purposes such as modeling student knowledge, behavior, experiences, profiling student groups, and analyzing learning components and instructional principles.
2) Examples of learning analytics in practice are provided, including Purdue University's Signals project, Saddleback Community College's personalized learning system, and analytics tools used at other universities.
3) Potential applications of learning analytics discussed include using data to provide insights into student reading habits, facilitating anonymous peer feedback and grading in writing courses, and capturing data to engage students in interactive teaching situations.
Teacher evaluations-and-local-flexibilityDavid Black
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
Presentation for Internet Librarian 2008 by Kevin Roddy and Margot Hanson. Highlights the University of Hawaii online information literacy tutorial and its uses for infolit assessment.
This alternative, structured poster session, presents results from Year 1 of the ORCA Project. The goal of the Online Reading Comprehension Assessment (ORCA) Project is to develop valid, reliable, and practical assessments of online reading comprehension and then evaluate their performance for various school populations.
Portions of this material are based on work supported by the U. S. Department of Education under Award No. R305G050154 and R305A090608. Opinions expressed herein are solely those of the authors and do not necessarily represent the position of the U. S. Department of Education. Institute of Educational Sciences, U.S. Department of Education
Educational institutions are collecting large amounts of data but not effectively using it. Data analytics can help institutions increase profits, reduce dropout rates, and gain competitive advantages by better understanding student performance, identifying at-risk students, and tailoring education to individual needs. Analyzing academic, financial, and operational data through data analytics allows for targeted strategies, performance management, personalized education, and improved curriculum. This helps schools achieve goals of customizing learning and personalizing instruction for each student.
Jisc learning analytics service oct 2016Paul Bailey
This document summarizes Paul Bailey's presentation on Jisc's learning analytics service. It discusses what learning analytics is, how it can be used to improve student performance, teaching quality, and institutional strategy. The service will provide dashboards, a student app, and an alert system to help identify at-risk students. It will initially focus on student engagement and attainment data to improve retention and achievement. An on-boarding process and readiness assessment are also outlined to help institutions implement learning analytics. The goal is to launch the service in 2017 to measure its impact on key performance indicators.
Curriculum analytics: Using data from student learning analyticsJisc
This document discusses curriculum analytics, which is the use of data to understand and enhance the curriculum. It provides examples of how curriculum analytics can be used, such as identifying modules that result in better learning, understanding how curriculum sequencing affects performance, and informing real-time teaching adjustments. Potential users are identified as lecturers, course directors, learning technologists, and senior management. Next steps proposed include a curriculum data gathering pilot to define useful metrics and analyze use cases. The document advocates developing curriculum objects that describe curriculum aspects and associated analytics to enhance learning.
What data from 3 million learners can tell us about effective course designJohn Whitmer, Ed.D.
Presentation of research findings and implications from a large-scale analysis of LMS activity and grade data from across 927 institutions, 70,000 courses, and 3.3 million students. This webinar will speak to the promise (and potential pitfalls) of large-scale learning analytics research to promote student success.
The sxu library and information literacyvargas8854
The document summarizes a professional development day for faculty about improving student information literacy. It discusses the current state of student information literacy, findings from an information and communication technology exam, and provides suggestions to improve assignments and better develop student research skills. Common problems are identified, such as students not understanding why scholarly research is important or having difficulty finding appropriate resources. Suggestions are given to clearly outline assignment objectives and research expectations to match student abilities.
This study examines faculty perceptions of information literacy (IL) at four New Jersey institutions. A survey found that faculty highly value IL skills like evaluating information critically and using information ethically. However, only 55% of faculty believed students achieved these skills by graduation. Major deficiencies were identified in critical thinking and evaluation. The study recommends increased collaboration between libraries and faculty to better teach IL skills through activities like workshops and embedding instruction into key courses.
The document discusses how Newsome High School created an Instructional Leadership Team (ILT) to help support teachers' use of data-driven instruction and literacy standards. It describes how the ILT collects data from departments to identify areas for improvement. The goal is for teachers to evaluate the assessments they use to identify useful data for monitoring student progress in order to better target instruction. At professional development sessions, teachers will learn how to report the appropriate assessment data from their PLCs to the ILT to facilitate campus-wide improvements in literacy.
Educational Technology Update for Future Principals in WA State provides information about:
1) Key findings from the 2015-2016 Educational Technology Survey showing widespread connectivity and access to instructional devices in schools across Washington state.
2) Statewide educational technology initiatives including the K-20 Network, open educational resources, technology standards, and online assessments.
3) New legislation regarding computer science, digital citizenship, and sexual health education.
The Research Center for Chinese Science Evaluation (RCCSE) at Wuhan University has released four evaluation reports on Chinese universities since 2004. This document provides an overview of the methods and results from their 2010 evaluation of 980 Chinese universities. The evaluation assessed universities across 10 areas using a composite index system and analyzed regional competitiveness, rankings of top universities, and trends. Key findings showed concentrations of universities and competitiveness in eastern regions, stability among top universities, and a need for Chinese universities overall to focus on high quality, efficiency, and internationalization.
The UNC System Office commissioned a report called "Leading on Literacy" that identified opportunities
to improve teacher preparation programs, particularly in literacy instruction. In response, the UNC System
Office convened the Educator Preparation Advisory Group comprised of P12 and higher education experts
to develop strategies to improve teacher preparation. The Advisory Group will launch Communities of
Practice focused on early learning and literacy to incorporate insights from learning science into teacher
preparation programs with a focus on improving literacy and numeracy instruction.
The document discusses research into how primary school pupils search for information online. It aims to identify the search strategies pupils use, whether the information found is useful, and how pupils determine usefulness. The research will collect data through a task-based questionnaire with P4, P5 and P6 pupils. It will analyze the relationship between search strategies used and information retrieved to help teachers improve internet curriculum.
Jill Lindsey, OERC Director of Operations and Research, gave a keynote presentation at the Ohio Confederation of Teacher Education Organizations (OCTEO) Fall 2015 conference. The conference was designed to provide professional development opportunities for Teacher Educators.
From Data To Information Perspectives On Policy And PracticeJeff_Watson
The document summarizes the Milwaukee Public Schools' (MPS) efforts to develop a comprehensive data warehouse and integrated resource information system (IRIS) to support data-informed decision making and school improvement. Key points include:
- MPS has been working with university partners for over 10 years to build its data warehouse and use data to evaluate programs and student outcomes.
- Recent focus has been on redesigning the data warehouse to improve functionality, data quality, and user support. IRIS aims to connect resource allocation and expenditure data to student outcomes.
- Early successes of IRIS include improved data quality, tracking professional development and site-based resource allocation. Further work is needed to fully integrate systems and support
An overview of the OER Research Hub project by Patrick McAndrew, Simone Arthur, Rob Farrow, Bea de los Arcos, Nick Freear, Leigh-Anne Perryman, Beck Pitt, Claire Walker, Martin Weller
The National Research Center for Distance Education and Technological Advancements (DETA) is led by co-directors Tanya Joosten and Diane Reddy. DETA aims to identify best practices in distance education through rigorous interdisciplinary research. In its first year, DETA hosted a national summit and released a research toolkit. DETA is establishing research partnerships with various institutions and organizations to study factors impacting student success in distance education.
1) The document discusses big data and learning analytics in education, including how it has been featured in the NMC Horizon Report from 2010-2013. It describes how big data can be used for educational research purposes such as modeling student knowledge, behavior, experiences, profiling student groups, and analyzing learning components and instructional principles.
2) Examples of learning analytics in practice are provided, including Purdue University's Signals project, Saddleback Community College's personalized learning system, and analytics tools used at other universities.
3) Potential applications of learning analytics discussed include using data to provide insights into student reading habits, facilitating anonymous peer feedback and grading in writing courses, and capturing data to engage students in interactive teaching situations.
Teacher evaluations-and-local-flexibilityDavid Black
School Improvement Network conducted study of 50 state department of education officials who are responsible for implementing teacher evaluation policy to better understand state teacher evaluation policy and how much flexibility districts have at the local level to implement state requirements. The goal was to inform ourselves, school districts and local schools how much freedom and flexibility, or lack thereof, they have to innovate on behalf of their own teachers and students particularly when it comes to using technology to achieve their professional development needs.
Presentation for Internet Librarian 2008 by Kevin Roddy and Margot Hanson. Highlights the University of Hawaii online information literacy tutorial and its uses for infolit assessment.
This alternative, structured poster session, presents results from Year 1 of the ORCA Project. The goal of the Online Reading Comprehension Assessment (ORCA) Project is to develop valid, reliable, and practical assessments of online reading comprehension and then evaluate their performance for various school populations.
Portions of this material are based on work supported by the U. S. Department of Education under Award No. R305G050154 and R305A090608. Opinions expressed herein are solely those of the authors and do not necessarily represent the position of the U. S. Department of Education. Institute of Educational Sciences, U.S. Department of Education
Assessing and Expanding Information Literacy Skills with Online Instructional...Dr. Monica D.T. Rysavy
This presentation was given by Russell Michalak, MLIS and Monica D.T. Rysavy, Ph.D. at the PA Forward Information Literacy Summit in State College, PA in 2016.
This is a Walden University course (EDUC 8103), A8: Course Project—Program Proposal. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
The document discusses assessment of information literacy (IL) standards. It defines assessment, describes its uses in educational and psychological settings, and lists various modes and types of assessment including formative and summative, objective and subjective, and informal and formal. It also discusses IL standards from the American Library Association (ALA) and Association of College and Research Libraries (ACRL), including categories, standards, and performance indicators with outcomes. Examples of IL assessment tools and surveys are provided.
The document discusses assessment of information literacy (IL) standards. It defines assessment, describes its uses in educational and psychological settings, and lists various modes and types of assessment including formative and summative, objective and subjective, and informal and formal. It also discusses IL standards from the American Library Association (ALA) and Association of College and Research Libraries (ACRL), including categories, standards, and performance indicators with outcomes. Examples of IL assessment tools and surveys are provided.
Information Literacy Assessment and Higher Education Accreditation Institutio...Cynthia Kane
This document discusses information literacy assessment and its role in higher education accreditation. It provides background on the speaker's research interest in how academic libraries and information literacy assessments are involved in regional accreditation processes. It then discusses how various regional accreditors address information literacy to varying degrees in their standards. Two surveys were conducted, one more general and one specifically targeting HLC-accredited institutions, to understand perceptions of how information literacy and library assessments are involved in the accreditation process. The results showed some involvement of libraries and assessments, but also indicated need for more comprehensive understanding and requirements regarding information literacy.
This report summarizes the findings of a needs assessment conducted by the IT Resource Sharing Group regarding operational and reporting needs for student data at the University of Washington. The assessment found that while Schools share many common information needs, they also have unique needs. It also found a lack of awareness about existing central systems and a proliferation of "shadow systems" developed by individual units. The report concludes there is high frustration over access to and analysis of student data. It recommends acknowledging decentralized systems and creating processes to support secure and productive development across the university.
This document discusses the usefulness of official crime statistics to sociologists. Official crime statistics are collected by the police and provide secondary data for sociologists to analyze. However, they are limited in that not all crimes are reported to the police. Victimization surveys and self-report studies aim to uncover the true amount of crime, but they also have limitations such as recall bias. While official statistics provide easily accessible standardized data, sociologists must approach them critically due to their inherent limitations in only representing reported crimes.
The document discusses the need for students to develop three key information literacy skills: citation, use of connectors in searches, and critical thinking. Testing of students at the author's institution and others found that students struggled most with citation skills, effective use of search connectors like AND and OR, and applying critical thinking to searches. The author advocates teaching these "3Cs" through embedding activities in courses, online tutorials, and on library webpages to improve student learning and help them make connections between courses. Formal and informal testing can then inform how libraries and teaching staff approach information literacy instruction.
Information Literacy Practices James Madison Univeristy Library Projectktwoodard81
A comparison between the ACRL Characteristics of Programs of Information Literacy that Illustrate Best Practices and
James Madison University Information Literacy Program for
LIS 764 course.
This document discusses the development and validation of a concept inventory to assess student learning in a core MLS course. The researchers aim to develop an inventory that can inform course improvements and provide measurable evidence of student learning. They outline a methodology involving defining content, developing test items, gathering feedback, administering tests, and evaluating results. The inventory consists of domains and sub-domains covering core library concepts. Students take pre- and post-tests to rate their understanding, and results are compared to measure learning gains. The goal is to create a reliable instrument that accurately reflects students' mastery of key concepts.
This document summarizes a benchmarking report prepared by Wilkes Community College (WCC) to develop a unified model for providing wrap-around services to meet students' basic needs. It discusses why WCC is focusing on this issue, how peer institutions identify student needs, common needs addressed, staffing models, funding sources, strategic partners, communication strategies, engagement levels, and results achieved. The goal is to research best practices and design a program that improves student retention and graduation by addressing issues like food insecurity, housing, childcare, transportation, technology access, and mental/physical health needs.
- The document discusses a study examining factors that impact the relevance of information literacy to college students.
- A mixed-methods study was conducted involving an online survey of 134 students and 4 focus groups of 10 students total.
- The survey found that students perceive information literacy as socially and cognitively relevant when used for academic assignments, and this relevance is not dependent on student characteristics.
- The focus groups identified 11 key factors that make information literacy relevant to students' academic work, including knowledge base, digital literacy, authoritative sources, and information literacy instruction.
Critical Convergence: Social Justice Pedagogy, Information Literacy, and Valu...NicoleBranch
This document discusses integrating critical approaches to service learning, information literacy, and assessment. It presents a case study of a sociology course that was redesigned to incorporate these approaches. Students conducted research on their home and placement communities, analyzing data through discussions of sources, biases, and power dynamics. Learning outcomes were developed based on critically examining information value. Student work was coded based on these outcomes, with examples showing their demonstration. Next steps discussed expanding this assessment model.
Learning Analytics Dashboards for Advisors – A Systematic Literature ReviewIJCI JOURNAL
Learning Analytics Dashboard for Advisors is designed to provide data-driven insights and visualizations to support advisors in their decision-making regarding student academic progress, engagement, targeted support, and overall success. This study explores the current state of the art in learning analytics dashboards, focusing on specific requirements for advisors. By examining existing literature and case studies, this research investigates the key features and functionalities essential for an effective learning analytics dashboard tailored to advisor needs. This study also aims to provide a comprehensive understanding of the landscape of learning analytics dashboards for advisors, offering insights into the advancements, opportunities, and challenges in their development by synthesizing the current trends from a total of 21 research papers used for analysis. The findings will contribute to the design and implementation of new features in learning analytics dashboards that empower advisors to provide proactive and individualized support, ultimately fostering student retention and academic success.
Scholarly communication competencies: An analysis of confidence among Austral...Danny Kingsley
These slides are from a talk given on 19 January 2022 CISC Research Seminar at Charles Sturt University.
The paper to which these slides talk is available at: https://dx.doi.org/10.25911/45BB-9Y24
ABSTRACT: This talk will discuss the results from a nationwide survey of the level of confidence that librarians working in scholarly communication in Australia and New Zealand have in their current competencies. The work showed that while respondents were generally confident across seven competency areas (Institutional repository management, Publishing services, Research practice, Copyright services, Open access policies and scholarly communication landscape, Data management services, and Assessment and impact metrics), the majority combined their scholarly communication tasks with other roles. There are challenges across the sector in updating skills and knowledge to keep abreast of current trends and developments were identified. This work has significant implications for improving both the education provision in this area and creating more professional development opportunities.
Teachers Competency in the Utilization of the Learners’ Information System: ...Sam Luke
The focus on the study was to assess the competency level of teachers in utilizing the learners’ information system in the five schools in Pasig. The study sought to assess the Learners Information System in all schools in Pasig II District with an end view of proposed intervention program to teachers that recommended improving the system. The study includes the instruments/tools, respondents and sampling technique and research design and questionnaires recorded and tally for statistical treatment.
The descriptive method used in the study selecting a problem, choosing a sample, selecting or developing instrument, determining procedures, collecting and analyzing data, and interpreting results.
Similar to Council of Chief Librarians Survey Results & Executive Summary (20)
This document provides an introduction to EBSCO Discovery Service (EDS) for students at Antelope Valley College. EDS allows students to search the library's electronic resources, including books, ebooks, articles, videos and more from a single search box. It explains how to access EDS from the library homepage and how to conduct searches. The results screen is divided into search results on the right and filters on the left to refine results. Filters include date, resource type, and subject to better target searches. Mastering EDS will help students effectively research and find relevant academic materials.
AVC Library Faculty Survey Results (2012)Scott Lee
The survey collected 119 responses from AVC faculty in Fall 2011 regarding their use of and opinions on the library. Key findings include:
- About half of faculty use the library occasionally to prepare for classes or for personal enrichment.
- Most faculty integrate research assignments but rarely assign library tutorials.
- Faculty encourage student use of electronic resources more than print.
- Most faculty see the library as having adequate resources and librarians as knowledgeable, but many are unsure how well resources meet student needs.
- Few faculty use research methods workshops due to lack of awareness or need in their discipline.
- Further analysis could examine relationships between variables and qualitative comments.
The document discusses censorship in libraries and provides context on the history of censorship. It defines censorship and describes how challenges to library materials work, including the process of filing official complaints. It also discusses the American Library Association's position in supporting intellectual freedom and opposing censorship. Filtering software for internet access in libraries is another topic covered, along with examples of materials that have been frequently challenged in libraries from 2000-2009.
Copyright protects original creative works and grants authors certain exclusive rights for a limited time. The length of copyright protection has increased over time from an original 14 years to the current standard of life of the author plus 70 years. Notable works like Mickey Mouse and Happy Birthday have had their copyright extended through legislation. Copyright covers literary, musical, dramatic works and more but does not protect ideas, facts, or functional objects. Fair use and first sale doctrine place limits on authors' exclusive rights.
This document provides a history of libraries from ancient Sumeria and Egypt to the modern era. It describes how early libraries evolved from clay tablets and papyrus collections housed in palaces and temples for official records, to libraries in Greece and the great Library of Alexandria which had hundreds of thousands of scrolls organized by subject. It then discusses the role of monasteries in preserving knowledge during the Dark Ages by copying manuscripts by hand, the growth of universities and their libraries, the invention of paper and the printing press which increased access to books, and the establishment of subscription libraries and modern public libraries open to all citizens beginning in the 19th century.
This document provides an overview of library catalogs, beginning with a brief history. It describes the earliest catalog from the Alexandrian Library in Egypt around the 3rd century BC, which was divided into subject areas and had an author index. Modern library catalogs transitioned to using cards in the 19th century and automated systems in the 1970s. Catalogs organize bibliographic metadata using controlled vocabularies, subject headings, and classification systems to facilitate browsing and locating materials. Call numbers assigned to items determine their physical location based on their classified subject. The Library of Congress and Dewey Decimal systems are the primary classification schemes used in academic and public/school libraries respectively.
The document discusses plagiarism, defining it as using another's work and passing it off as one's own. It notes that students are responsible for any plagiarism in their work according to the AVC Student Code of Conduct. The document provides examples of plagiarism and signs that indicate plagiarized work, such as a change in writing style or outdated references. It also gives tips on avoiding plagiarism by properly citing sources. Statistics are presented showing increases in cheating and plagiarism at universities over time.
The document provides a history of the internet and internet searching. It discusses how the internet was originally created in 1969 as ARPANET to enable communication between universities. It then covers the development of email in 1971, as well as early internet protocols. The document outlines the evolution of early internet search tools like Archie, Gopher, and Wanderer. It concludes by describing the basic components and techniques used by modern search engines.
This document defines and discusses periodicals. Periodicals are publications that are issued regularly, such as daily, monthly, quarterly, etc. They provide more current information than books. There are two main types - popular periodicals aimed at a general readership like newspapers and magazines, and scholarly periodicals targeted at experts in a field like academic journals. Periodicals reflect the evolving opinions and events of their time.
This document outlines the typical departments and areas within libraries. It describes the main functions of reference, circulation, reserves, technology, periodicals, and stacks. It also discusses other common areas like media, library instruction, government information, special collections, and interlibrary loans. The document provides details on the roles and collections within each department.
An exploratory case study of library anxietyScott Lee
This study examined library anxiety (LA) in basic skills students at the Los Angeles Community College District. A survey found students experienced moderate levels of LA on average. Qualitative interviews revealed that while students valued libraries, their awareness and use of library resources was low due to a lack of guidance from faculty. The author recommends that libraries recognize LA in basic skills students, strengthen connections to developmental education programs on campus, engage instructors to promote library services, and balance technology with educational roles.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Council of Chief Librarians Survey Results & Executive Summary
1. Page 1 of 32
Council of Chief Librarians Information Literacy Survey Analysis
Executive Summary, Prepared by Dr. Scott Lee - February, 2016
Description
This report provides an analysis of surveys administered to California Community College
librarians by the Council of Chief Librarians. The first was an online survey administered
between May, 2014 and May, 2015. The second was a “Think Sheet” administered during
the CCL Regional Meeting of April, 2015.
This summary covers important trends identified in both surveys.
Participants
The online survey had 26 participants and the “Think Sheet” had 29 participants. For the
online survey, participants represented at least 22 different colleges (four participants did not
identify their college due to technical problems with the collection form). The Think Sheet
did not identify which colleges were participating or if there were multiple participants from
the same school.
Student Learning Outcomes
SLO’s were an important topic in both surveys. Most participants used SLO’s for workshops
(54%) and credit courses (25%). Seventeen percent also used them for reference service;
however, the surveys did not seek additional detail on this. For courses, type of delivery
(online, classroom, hybrid) did not affect the outcomes.
A collection of outcomes was submitted and their content was analyzed. This analysis was
then compared to the ACRL’s Information Literacy Competency Standards for Higher
Education. When placing the outcomes within the six aspects of the Standards, the most
covered aspect was Accessing Information Effectively and Efficiently. Almost half of all
outcomes submitted (45%) covered this aspect of the Standards. Is this indicative of a lack
of depth in SLO’s used by CCC libraries, or are the access tools themselves so complex that
they require this much attention and focus?
Additionally, the aspect covered the least was incorporating IL into one’s knowledge base,
with only 2% of submitted SLO’s covering this. This raises a question of whether this skill is
not being taught in IL education programs or, if it is, not being assessed. Librarians may be
teaching it but are unsure how to assess it, as it can be complex. Given the role of such a
concept to a liberal arts education, however, it should not be ignored.
In examining the other submitted outcomes, the second and third most covered aspects of the
ACRL’s IL Standard is Information Ethics and Evaluation. Both are more complex than
2. Page 2 of 32
Accessing Information and the fact that more libraries have created outcomes for them may
be due to the wide availability of previously existing teaching resources.
Learning Objectives
Most participants (35%) used library Learning Outcomes (including SLO’s, PLO’s, and
ILO’s) as the primary tool for developing Learning Objectives followed by standards
developed by their districts (26%).
The third most cited resource used to develop Learning Objectives was the ACRL’s IL
Standards (24%). Given how many CCC librarians are relying on the Standards to develop
their objectives, a significant question for the near and distant future is how the ACRL’s
change to the IL Framework will affect the development of both objectives and outcomes.
Regarding the assessment of Learning Objectives, almost half (48%) used surveys of
students, faculty and others as an assessment tool. Surveys are a form of indirect learning
assessment. Indirect assessments are an easily deployed, though not highly regarded,
learning assessment method. This raises the question of what other types of assessments
could be used instead to get a more complete picture of student learning in CCC libraries.
Quizzes, assignments and exams were the next most used forms of assessments at twenty-
eight percent.
Additional Topics From Regional Meeting
Most CCC libraries made use of Student Equity funding to purchase textbook reserves or did
not use Equity funding at all (19% of participants discussed each). For the Professional
Development submissions, while there was no overriding topic, of those with multiple
mentions, funding advocacy was one. When looking at these two sets of responses, it could
indicate need for training on how to apply for and maximize non-traditional funding sources
such as Student Equity. Such training may be even more valuable in the future as these types
of funding sources are becoming more important and more common.
Participants also asked for training on statistical analysis, teaching practices, using the new
ACRL IL Framework and outcomes. Statistics and outcomes clearly have a connection to
finding better ways to analyze library performance and demonstrate value to the larger
institution, in addition to assessing student learning. These topics are likely to become more
important for libraries as CCC’s rely on them so heavily for decision making.
Specific to Professional Development, over half (52%) use workshops as their main form of
PD. CCL and Info People were the primary sponsors of workshops mentioned, although
there were also mentions of workshops by ACRL, ALA, CARL, CLA and Internet Librarian.
3. Page 3 of 32
For “Hot Topics”, the most cited concept is Open Educational Resources. Clearly CCC
librarians view this as important for future services and it likely has connections to the focus
on using Student Equity funds for textbook reserve.
Recommendations
1) Based on the importance of the ACRL Information Literacy Competency Standards for
Higher Education to CCC libraries, the CCL should provide training on the new ACRL
Framework for Information Literacy for Higher Education with an emphasis on how to
translate policies and practices developed from the Standards into the Framework.
2) A deeper examination (survey, workshop, etc.) of CCC libraries’ outcomes and
assessment practices should be undertaken to identify whether they are matching the best
type of assessments (direct, indirect, user satisfaction, etc.) to the type of outcomes being
assessed (student learning, operational, administrative). This should also cover the depth
and variety of Information Literacy concepts being covered and could be part of a large
training program on assessment in CCC libraries of both student learning and library
performance.
3) The CCL should continue to offer training specific to applying for different forms of
funding (Student Equity, Basic Skills, etc.) with an emphasis on rules, limits and the
application processes.
4. Page 4 of 32
California Community College Information Literacy Survey Analysis
This report is a summary and analysis of data from two sources. First is the Online Survey on
Information Literacy conducted 6/2014- 4/2015 (Appendix A). This survey was created,
distributed, and collected by the CCL Information Literacy Advisory Committee (for membership
see Appendix B). The second data source is information from a "Think Sheet" completed by
librarians at the Council of Chief Librarians’ Deans and Directors Meeting in April, 2015
(Appendix C).
Analysis by Dr. Scott Lee, Antelope Valley College.
New Question Numbering
1) Library Name & Contact Information
2) How does your library identify the learning objectives for information literacy
instruction?
3) Does your library have standards or best practices for creating learning
objectives?
4) Information literacy course content (please provide a link or upload any
documents to our shared folder).
5) Does your library instruction use rubrics or other instruments for measuring
information literacy instruction?
6) How does your library use rubrics for instruction?
7) Information literacy rubrics (please provide a link or upload any documents to
our shared folder).
8) How do you assess your learning objectives for your IL instruction?
9) Student learning outcomes for IL instruction (please check all that apply).
10) SLO’s for credit courses (Please share any SLO’s you have for your credit
courses. Please indicate if the course is online, hybrid or in person and if the
SLO’s change due to method of delivery).
11) SLO’s for non-credit IL instruction (please share any SLO’s for your non-credit
instruction, especially for those that are delivered virtually).
12) Changes made to IL instruction on SLO results (please share any instances
where you changed your IL instruction because of SLO results).
13) Information literacy SLO’s or assessments (please provide a link or upload any
documents to our shared folder).
Breakdown of Participants
Number of participants: 26.
One non-CA college was removed from the data set.
Number of unknown participants: 4.
Did not provide college name or other identifying information.
Percent of all CCC’s responding: 22%.
5. Page 5 of 32
CCC CCC Region
Antelope Valley College 6
Cabrillo College 4
Cerro Coso 9
City College of San Francisco 3
College of Alameda 3
College of Marin 3
College of the Canyons 6
Cypress College 8
DeAnza College 4
East Los Angeles College 7
Foothill College 4
Glendale Community College 7
Los Angeles Harbor College 7
Mira Costa College 5
Mt San Jacinto College 9
Napa Valley 2
Palomar College 10
Porterville College 5
San Joaquin Delta College 5
San Jose City College 4
Skyline College 3
West Valley-Mission College 4
Question #2: How does your library identify the learning objectives for information
literacy instruction.
Concept Analysis of Comments
(12 Participants Submitted Information)
Concepts Most Frequently Identified:
Notes: 1)Some respondents were discussing learning outcomes more than - or instead of -
learning objectives. Information for both is included in these counts. 2)The term ‘workshops’
is used to identify library instruction sessions for other discipline courses. It is used instead
of ‘one-shots’, ‘sessions’, ‘BI's’, or other terms.
Frequency Concept
4 Use ACRL Standards
3 Use ILO's
3 Use PLO's
3 Use SLO's
6. Page 6 of 32
1 Assessment Results
1 Assignment Specific
1 Based on Review of SLO's
1 Based on Student Need
1 Based on University Courses
1 Course Specific
1 Discussion (Librarians Only)
1 Discussion (Other Faculty)
1 Document Review
1 Don't Use Learning Objectives
1 Workshop Specific
1 Info Lit Learning Outcomes
1 National Standards
Question #3: Does your library have standards or best practices for creating learning
objectives?
Yes No
14 (58%) 10 (42%)
Concept Analysis
(19 Participants Submitted Information)
Concepts Most Frequently Identified:
Frequency Concept
5 Use College Guidelines
5
Use Outside Standards (ACRL, ACCJC,
Others)
3 Tailor to Instruction
2 Discussion & Consensus Among Librarians
2 Make Them Measurable
1 Coordinate with Learning Outcomes
1 Have IL as an Institutional-level Outcome
1
Have Library Representation on Outcomes
Committee
1 Keep Few in Number
1 Make Clear to Students
1 Make Relevant
1 Partner With Classroom Faculty
7. Page 7 of 32
Comments:
Keep them few, relevant, and measurable. Ideally, partner in the assessment with
faculty from disciplines assigning research projects.
I do refer to best practices and standards from ACCJC, ACRL, and others.
The college has guidelines for outcomes and assessments and I follow those.
We follow the guidelines provided by our Learning Assessment Coordinator
we have three CLOs for each course. During the fall semester our instruction librarians
will revise and convert the CLOs into one concise CLO through consensus.
the Chair for the SLO Committee recently requested and got a library representative
onto the committee via the Academic Senate.
Discuss with all librarians, draft and redraft, discuss results and revise assignment and
measurement tool as needed.
We treat each situation or mode differently and look at what is needed for that situation.
The learning objectives for the library's courses are based on ACRL Standards as
applicable.
Information Literacy is also one of the college's Institutional Core Competencies (ICC).
Learning objectives are created with the desired learning outcome and/or collaboration
with teaching faculty in mind.
we use ACRL standards.
we create learning objectives and expected student learning outcomes hand-in-hand so
that they are clear to the students and measurable.
We tailor the objectives and student learning outcomes to the needs of individual
classes or course-integrated library instruction.
The assessment is done through hands-on learning exercises throughout the course or
session or through exams for the library courses and/or oral quizzes at the end of the
instructional sessions.
The process for creating objectives follows those laid out by our college's Curriculum
Committee and Institutional Effectiveness committee.
The objectives are based loosely on the ACRL standards
No, but our College does.
Follow rubrics and practices of campus at large for SLO's
Question #5: Does your library instruction use rubrics or other instruments for
measuring information literacy instruction?
Yes No
19 (79%) 5 (21%)
Comments:
librarian-created assessments
Learning Outcome Assessment Questions
surveys
We don't use rubrics, but the assessment of student learning outcomes is a formal
8. Page 8 of 32
process. The assessment is more holistic than rubric-driven.
Question #6: How does your library use rubrics for instruction?
Concept Analysis of Comments
(25 Participants Submitted Information)
Concepts Most Frequently Identified:
Frequency Concept
14 Evaluate Class Assignments
6 Uses Other Tools
3 SLO Assessment
3 Unique to Library Instructor
2 Assess Course SLO's
2 Doesn't Use Rubrics
2 Pre/Post Assessment
1 Based on ACRL Standards
1 Determine Grades
1 Evaluate Exams
1 ILO Assessment
1 Student Self Evaluation
Question #8: How do you assess your learning objectives for your IL instruction.
Concept Analysis of Comments
(25 Participants Submitted Information)
Concepts Most Frequently Identified:
Frequency Concept
12 Surveys (Students, Faculty, Others)
7 Post Quiz
7 Student Assignments w/Rubrics
6 Student Assignments
4 Pre/Post Quiz
3 Exams
3 Usage Statistics
2
Discussions With Classroom Faculty and
Others
2 Hands-on Exercises
9. Page 9 of 32
1 Exam Questions
1 Holistic Analysis
1 Informal Assessment
1 Library Department Meetings
1 Observations
1 Tailored to Course
1 Worksheets
Comments:
biannual survey
Pre-test / post-test methodology
For library orientation [we use] surveys
Number of students served, faculty survey, annual student survey.
pre-test and post-test
we are expanding to link more directly to, and assess the outcomes based on, the end
results, i.e., the research assignment.
In our one-shot sessions, we use online surveys administered to both students and the
course instructors.
We analyze how students do on culminating exercise using rubric and make changes
accordingly. We also analyze the scores of different sections/instructors and
instructors make changes accordingly.
Rubrics assessing student work (quizzes, final exams, homework assignments) for
credit courses, post-instruction quiz for library orientations.
For classes we use questions from exams and the scores (passing or not) from some
assignments. For workshops, we are using a short multiple-choice questionnaire that is
either done pre-post or just post, depending on time and other factors. For reference,
we are using a post questionnaire. For tutorials, they have a quiz as part of it, and we
look at if they students passed the quiz, which requires answering 70% of the questions
correctly.
Credit courses: exams and homework assignments. Orientations: hands-on lab
exercises (tailored for each class and done collaboratively between the
librarian/instructor and classroom instructor).
We measure statistics or *hits* for libguides created for instruction. We also send out
surveys to instructors for feedback on the content / delivery of the instructional session.
Measures of evaluation based on specific student learning outcomes ( e.g. instructor
questionnaire and reference desk statistics). Indirect measures assessing various
aspects of the program (e.g. needs assessments, direct observations, anecdotal evidence,
discussion with instructors, etc.). Regular data collection and analysis using such
measures (e.g. weekly meetings of library faculty, departmental meeting with Library
Director). Periodic revision of program based on data analysis (e.g. Program Review).
We have students complete a five question test pre and post orientation session
10. Page 10 of 32
instructor survey.
Through librarian-created information literacy tests given post IL instruction.
for the credit courses via rubrics with keys for the hands-on workbook assignments,
tests (quizzes and final exams), class presentations/activities, application of information
literacy through a final research project, development of a pathfinder, research paper.
for course-integrated instruction and hands-on library workshops via oral quizzes and
hands-on application in class.
Every semester we assess the slos for one or two orientations and one unit bearing
course. The instructor for the session writes up a proposal including the slo(s) being
assessed, the assignment, the method, the rubric and the results of this assessment and
then their recommended changes to instruction to improve slo results next time.
We don't use rubrics, but the assessment of student learning outcomes is a formal
process. The assessment is more holistic than rubric-driven.
surveys, quizzes, worksheets.
We use grading rubrics and base our assessment on the assignment grade.
assessment depended primarily on the preference of the instructor librarian. However,
all full time librarians were involved in an examination of the assessment results and
analysis of data.
A rubric to apply to final English research papers. A rubric to apply to a “search and
quick write” in-class exercise. Student Feedback Survey.
Direct assessment (i.e., quizzes). Student surveys re: research behaviors.
Within each cycle one objective is selected. A sample of work is taken from each
session of LIS 10, and the work is blindly assessed using a rubric. The instructors write
a report, based on the outcomes, and submit assessment to college. informal or
qualitative assessments of student work.
Question #9: Student learning outcomes for IL instruction (please check all that
apply).
Choice Selected Number
Selecting
Percent
Selecting
SLO's for Credit Courses 6 25%
SLO's for Reference 4 17%
SLO's for Virtual Reference 1 4%
SLO's for One-Shots/BI 8 33%
SLO's for Scheduled Workshops 5 21%
Question #10: SLO’s for credit courses (Please share any SLO’s you have for your
credit courses. Please indicate if the course is online, hybrid or in person and if the
SLO’s change due to method of delivery).
No participant indicated different SLO’s per method of delivery.
11. Page 11 of 32
In Person Online Hybrid
6 (40%) 8 (53%) 1 (7%)
Concept Analysis
(16 Participants Submitted Information)
Concepts Most Frequently Identified:
Frequency Concept
13 Evaluate Information
10 Citations
8 Information Formats
5 Search Strategies
5 Keywords
4 Synthesize Information
5 Information Ethics
4
Analyze & Articulate
Information Need
3 Locate Information
2 Plagiarism
2 Retrieve Information
2 Select Information
2 Select Topics
3 Select & Use Search Tools
1 Access Information
1 Blogging
1 Controlled Vocabulary
1 Evaluate Databases
1 Identify Research Process
1 Internet Applications
1
Popular vs. Scholarly
Information
1 Scope of Information
1 Select Information Tools
1 Select Writing Style
1 Technology Skills
1 Understand Research Process
1 Use Information
Comparison to ACRL Definition of Information Literacy
12. Page 12 of 32
For this question, an additional analysis was done based on the concepts in the table
above. They were compared to the definition of an Information Literate person by the
ACRL. Each concept was connected to a part of the definition (when possible) and the
total concepts were counted for each part. Then a percentage of the total counted were
determined for each part of the definition. Note: This is based on the old definition and
not the newly created framework.
11% Determine the extent of information needed.
40% Access the needed information effectively and efficiently.
17% Evaluate information and its sources critically.
0% Incorporate selected information into one’s knowledge base.
9% Use information effectively to accomplish a specific purpose.
21% Understand the economic, legal, and social issues surrounding the use of
information, and access and use information ethically and legally.
2% Did not fit into the definition.
Comments:
1) Develop skills that will facilitate college-level research. 2) Select, evaluate and
synthesize information found in print and electronic resources.
Frist Class: 1) Synthesize and apply evaluation techniques to select quality information
sources from a variety of resources. 2) Construct a works cited list using the Modern
Language Association (MLA) standard. Second Class: 1) Applying basic technology
skills, as needed, to locate, retrieve and evaluate a variety of reliable information
resources, both print and electronic, to produce a brief piece of writing on a focused
topic that refers to, or cites, information sources. 2) Employ conventions of
acknowledging the work of others.
First Class: 1) The student will successfully select and focus a research topic. 2) Given
a specific research topic, the student will develop and execute an effective research
strategy utilizing advanced search techniques. 3) Student will critically evaluate the
credibility and quality of an information source by applying a prescribed set of criteria.
4) The student will identify citation elements in a variety of information sources and
consistently apply a citation style in referencing information. 5) The student will
compare and contrast characteristics of popular and scholarly information sources.
Second Class: 1) Student will distinguish among the various types of print and
electronic resources. 2) Student will select appropriate tools for finding various types
of information resources. 3) The student will evaluate a website by assessing its
authority, accuracy, currency, and point of view. 4) The student will identify and select
keywords and search terms that represent information need or research question. 5)
Given a specific information source, the student will construct a correct citation in
MLA citation format
Frist Class: 1) Students will be able to use electronic search tools efficiently and
effectively. 2) Students will evaluate sources of information for authority, timeliness,
bias, and appropriateness to information need. Second Class: 1) Students will select and
13. Page 13 of 32
use search tools to locate information resources that meet clearly stated information
needs. 2) Students will evaluate sources of information for authority, timeliness, bias
and appropriateness to information need. 3) Students will demonstrate a clear
understanding of ethical and legal concerns related to the use and abuse of information.
Third Class: 1) Students will effectively use Internet search tools to locate information
resources.
Frist Class: Evaluate several databases and select the appropriate one to find needed
information. Second Class: Locate and appraise unbiased information about
companies. Third Class: Evaluate web content by examining unbiased authoritative
sites that provide reliable source material. Third Class: 1) Create and maintain a
personal web log (blog) for the purpose of the class. 2) Demonstrate skill with utilizing
current internet applications.
1) Locate and retrieve research-related information found on the Internet, (text, images,
and multimedia), from full-text databases, online public access catalogs (OPACs), and
the World Wide Web. 2) Use appropriate terms (either keywords or subjects) to find
information from electronic information databases. 3) Evaluate results of print and
electronic information searches for currency, accuracy, authority, purpose, and bias. 4)
Synthesize information retrieved from print, online, and multimedia sources to create
research projects, reports, or presentations. 5) Document and cite sources using
approved academic standards such as those of the Modern Languages Association
(MLA) or the American Psychological Association (APA). 6) Discuss ethical and
privacy issues raised by the widespread use of the Internet.
1) Articulate an information need by stating a research question, problem or issue. 2)
Analyze an information need and determine the type, amount, and depth of information
required. 3) Identify, locate, and effectively utilize various types of information sources
(books, periodicals, (print and electronic), media, indexes, Internet resources, etc. 4)
Formulate search strategies in library catalogs, electronic databases, and the Internet
using appropriate subject headings, keyword searches, and Boolean operators to
retrieve relevant information. 5) Evaluate information sources in any format to
determine type, relevancy to topic, bias, currency, and accuracy. 6) Organize
information resources by preparing a bibliography using correct citation formats. 7)
Assess the legal, ethical and privacy issues surrounding information and information
technology.
Students will be able to draw from a variety of resources to compile a bibliography for
their chosen research topic using proper citation format.
1) Students will be able to understand how to properly cite sources in their research
papers. Assessment: As demonstrated in class assignments, a research paper, and a final
examination assessed with a faculty-devised rubric and/or a set of answer keys. The
projected minimum level of successful performance is 70%. 2) The student will
understand what plagiarism is and how to prevent plagiarism. Assessment: As
demonstrated in class assignments, quizzes, and a final exam assessed with a faculty-
devised rubric and/or checklist. The projected minimum level of successful
performance is 70%. 3) Having selected a research topic, the student will be able to
identify appropriate research tools to effectively retrieve and critically evaluate
retrieved information. Assessment: As demonstrated in a number of class assignments
assessed with a checklist and/or a set of answer keys. The projected minimum level of
14. Page 14 of 32
successful performance is 70%.
1) After articulating a research need, construct and implement a search strategy using
appropriate key concepts and terms in order to locate and retrieve books, articles, and
authoritative web sites using a variety of library and Internet search tools. Assessment
includes in-class exercises and a final project. 2) During the research process,
differentiate between the types of sources obtained, evaluate the quality and relevance
of these sources to the research question, and revise the search strategy, if necessary, to
obtain more relevant results to the research assignment criteria. Assessment includes in-
class exercises and a final project. 3) When producing a research paper, correctly
synthesize source material into a bibliography or a list of references according to a
specified style manual, such as MLA or APA. Assessment includes in-class exercises
and a final project.
1) List and explain the steps in the research process. 2) Identify types and formats of
information sources appropriate for college research, explaining purpose and audience.
3) Access information efficiently by refining a search strategy, using keywords,
controlled vocabulary, and advanced search techniques. 4) Critically evaluate
information by applying standard criteria. 5) Recognize and use correct documentation
style in parenthetical and bibliographic citations. 6) Examine the basic legal and ethical
issues of intellectual property such as copyright, fair use, and plagiarism.
1) Students will identify and critically evaluate appropriate resources. [Target: 75% of
students completing Part 1 of the Final Exam will achieve 70% accuracy when graded
against a department rubric.] 2) When using information, students will correctly
identify when citations are required. [Target: 75% of students completing the When to
Cite quiz will achieve 70% accuracy.] 3) Students will create correctly formatted
citations in multiple formats. [Target: 75% of students completing the Citing Sources
assignment will achieve 70% accuracy when graded against a departmental rubric.]
1) Understand that research is an interactive process that involves strategy, practice and
trial and error. 2) Move from a broad topic to a manageable research question. 3)
Identify key terms in order to answer a research question. 4) Use library and other
information resources to find relevant, credible information on a topic. 5) Use
evaluation criteria to determine the value of an information source. 6) Use a selected
writing style in order to avoid plagiarism and to document sources cited in a paper or
project.
1) Identify information formats and the ways we share them. 2) Formulate viable
research questions. 3) Employ effective search strategies across a variety of search
tools. 4) Critically evaluate the authority and relevance of information sources. 5)
Practice ethical use of information.
Question #11: Please share any SLO’s for your non-credit instruction, especially for
those that are delivered virtually).
Concept Analysis of Comments
(22 Participants Submitted Information)
Concepts Most Frequently Identified:
15. Page 15 of 32
Frequency Concept
30 Select & Use Search Tools
10 Citations
9 Evaluate Information
6 Access Information
4 None
4 Search Strategies
3 Analyze & Articulate Information Need
3 Identify Research Process
3 Popular vs. Scholarly Information
3 Technology Skills
3 Understand Subject Matter
3 Use Information
2 Distant Use of Library Resources
2 Does Not Have Non-credit Instruction
2 Information Ethics
2 Library Services
2 Research Strategies
2 Think Critically
1 Annotated Bibliographies vs. Abstracts
1 Books vs. Periodicals
1 Boolean Operators
1 Call Numbers
1 Campus Services
1 Determine Information Need
1 Incorporate New Knowledge
1 Information Formats
1 Learning Express
1 Periodicals
1 Plagiarism
1 Primary vs. Secondary Information
1 Same as Credit Instruction
1 Search Techniques
1 Specialized Encyclopedias
1 Structure of Journal Articles
1 Textbook Reserves
1 Think Creatively
1 Use Classification Systems
1 Variable Based on Need
16. Page 16 of 32
1 Writing Techniques
Comparison to ACRL Definition of Information Literacy
8% Determine the extent of information needed.
49% Access the needed information effectively and efficiently.
15% Evaluate information and its sources critically.
4% Incorporate selected information into one’s knowledge base.
1% Use information effectively to accomplish a specific purpose.
13% Understand the economic, legal, and social issues surrounding the use of
information, and access and use information ethically and legally.
8% Did not fit into the definition.
3% Could be applied to all concepts of the definition.
Question #12: Please share any instances where you changed you IL instruction
because of SLO results.
Concept Analysis of Comments
(19 Participants Submitted Information)
Concepts Most Frequently Identified:
Frequency Concept
8 Revised Course/Workshop Content
5 Revised Assignment
3 Revised SLO's
2 Currently Assessing SLO's
2 Increased Hands-on Exercises
2 No Changes
1 Created Online Content
1 Created Rubric
1
Developed Course for Basic Skills
Students
1 Increased Number of Workshops
1 Increased Time on Topic
1 No SLO's for Non-Credit
17. Page 17 of 32
Questions
1) How does your library identify the learning objectives for information literacy
instruction? Is there a different process for creating learning objectives
depending upon the methods of delivery for instruction, especially online?
2) Are your SLO’s publicly posted on your website.
3) Please share any instances where you changed your Information Literacy
instruction because of SLO results.
4) Describe library initiatives/activities funded through Student Equity, or
proposals you are currently working on related to Equity funding.
5) What professional development are you and your library colleagues engaged in?
6) What additional professional development needs do you have?
7) Hot topics, issues, concerns, opportunities we should be thinking about.
Overlap with Online Survey
Some of the questions from the regional meeting matched questions from the online
survey. These questions are:
Regional Meeting Question Online Survey Question
#1 #2
#2 #7 & #13
#3 #12
When there is a match, an analysis of the regional meeting data will be followed by a
discussion of concepts that overlap with the online survey’s data. However, Question #7
and Question #13 on the online survey, which matched Question #2 on this survey, did
not have comments. Documents were uploaded and all will be analyzed together.
Question #1: How does your library identify the learning objectives for information
literacy instruction? Is there a different process for creating learning objectives
depending upon the methods of delivery for instruction, especially online?
Yes No
3 (21%) 11 (79%)
More participants provided comments to this question than a ‘Yes’ or ‘No’ answer.
18. Page 18 of 32
Concept Analysis of Comments
(29 Participants)
Concepts Most Frequently Identified:
Frequency Concept
5 Use ACRL Standards
5 Developed by Librarians
4 Develop with Course Instructor
3 Surveys
2 Use Other Library Examples
2 None Developed for Online
2 Use SLO’s
1 Use Accreditation Recommendation
1 Use ALA Guidelines
1 Use COR of Course
1 Base on Discipline of Course
1 Use ILO's
1 Use Outside Examples
1 Campus-wide Initiative
1 Created a Task Force
1 Develop With Other Faculty
1 Harder for Online
1 Not Systemic
1 Redevelop Annually
1 Assessment Results
1 Vary by Library Unit
1 Vary by Situation
Comments:
Librarian - driven process. No difference by modality.
In coordination with course instructors.
Learning objectives depend on course librarians are supporting.
Learning objectives are developed in consultation with the course instructor; we have
only recently started to work with online classes but objectives of library participation
in online classes has also been developed in consultation with instructor of record.
Consultation & faculty & assessment & students
All staff/faculty workshop annually. No distinction between traditional & online
ACRL, Look at other libraries, look for examples online (web)
I borrow from other libraries! We have self-paced online tutorials, but we are not
assessing them
19. Page 19 of 32
Each unit if the library identifies its SLO's
Surveys. By personal discussion with faculty. As I am the intern, I have not had
previous experience with this.
The fulltime librarians (4) worked on them agreed. There is a listing of about 6.
Depending on the venue, SLO's are selected from the 6.
At FLC, the info. literacy objectives are based on ACRL (the old standards).
SLO's for general lib. Orientations. No formalized SLO's for our online tutorial
Librarians worked on GE college wide SLO's and includes outcome on info lit based on
ACRL Standards. Do not have diff learning outcomes for instruction.
Library instructor(s) determine Lo's for bibliographic instruction. For credit instruction
Lo's done by individual faculty
Based on elements defined in info literary (e.g. Identify topic; identify resources, etc.).
Same outcomes/objectives. But methods may be somewhat different
Faculty discussion; No differentiation for online
Will answer survey
Through discussions, of libraries ????? ?????. We currently have no online instructors.
ACRL_ Elac's IGELO's_ dialogue w/librarians. No
ACLRL guidelines - mapped. Stamonica & Pasadena/ google docs; 1/2/3 F.Y.E
Pathways & online modules & 1 in person oneshot
On a case by case basis - No system. Yes. Online is different, more challenging.
ALA guidelines. Is there alignment w/ CSU/ÓUSC's?
Task Force created in response to Accreditation r3ecommendations. We are making it a
campus wide initiative. A tutorial or assessment tool is being developed for students to
take before they transfer.
Workshops - ALA - COR - web conferencing - English, Speech, Philosophy, Paralegal
ALS Based on classes served - using course outline of record. Small literacy learning
section. Institutional Outcomes that included information competency - Voting today.
No
Survey
On survey - Info survey
For classes online and face to face learning objectives are the same
Overlap of Regional Meeting Survey with Online Survey
Question #1 from this survey is the same as Question #2 from the online survey. When
comparing their responses, there is some overlap. Each survey has the same top ranked
concept, which is to base learning objectives on the ACRL IL Standards. For the
regional meeting, five respondents (out of 29) mentioned that, and four respondents (out
of 12) mentioned it on the online survey. This is a clear indicator of how important the
ACRL Standards are to CCC Libraries and raises the question of how the new ACRL IL
Framework may or may not affect this.
While there were other areas of overlap, there was no other concept as equally favored in
both surveys. For example, “Development or Discussion Only Among Librarians” was
20. Page 20 of 32
tied for first in the regional meeting survey while “Use SLO’s” was tied for first in the
online survey.
Common Concept
Think
Sheet
Count
Online
Survey
Count
Total
Count
Use ACRL Standards 5 4 9
Develop or Discuss Only Among Librarians 5 1 6
Use SLO's 2 4 6
Specific to Course or Created With Course
Instructor 4 1 5
Use ILO's 1 3 4
Work or Discuss With Other Faculty 1 1 2
Assessment Results 1 1 2
Question #2: Are your SLO’s publicly posted on your website?
Yes No
18 (60%) 12 (40%)
Question #3: Please share any instances where you changed your Information
Literacy instruction because of SLO results.
Concept Analysis of Comments
(10 Participants)
Concepts Most Frequently Identified:
Frequency Concept
6 No Changes
5 Changed Course/Workshop Content
2 Created New Course
1 Changed Assessment
1 Collection Development
1 Continuous Process to Inform Instruction
1 Funding
1 Identified Needs
1 Unknown
1 Use Surveys Instead of SLO's
Comments:
21. Page 21 of 32
Increased focus on areas identified as needing further attention
This is a continuous process where SLO results & other assessments (informal) inform
(I.L.) instructors.
Students complete evaluations or turn in worksheets after about _ of our instruction
sessions; this feedback often changes future sessions such as adding more hands on
activity, adjusting content to better cover topic, etc.
SLO _collection development & funding
Too new
I am new to the position, so there hasn't been a instance
We realized the question did not measure what we wanted to measure.
N/A
I don't know
Yes. Students indicated wanting to have hands-on lab as part of bibliographic
instruction
Created new course (LIS 200) to address needs of students who were not prepared for
our transfer-level course (LIS 85)
N/A
Created new course (LIS 200) to address needs of students who were not prepared for
our transfer-level course (LIS85).
The SLOs are reviewed regular intervals but no changes have been made as a result
When we divided to do customized orientations
Changed as a result of surveys, not SLO's
N/A
Assessment results have driven the change in courses. We offer a new course, over 50
to respond to Basic Ed and ESL students
Survey
See survey
Pedagogy was modified for teaching search strategies based on the assessment results.
Overlap of Regional Meeting Survey with Online Survey
Question #3 from this survey is the same as Question #12 from the online survey. When
looking for overlap, only two concepts appear on both: No revisions were made or
course/workshop content was changed. It would appear, from this, that most CCC
Libraries are either changing their teaching or making no changes at all. This is a
significant contrast in outcomes data application.
Concept
Think
Sheet
Count
Online
Survey
Count
Total
Count
Changed Course/Workshop Content 5 8 13
No Changes 6 6 12
22. Page 22 of 32
Question #4: Describe library initiatives/activities funded through Student Equity, or
proposals you are currently working on related to Equity funding.
Concept Analysis of Comments
(28 Participants)
Concepts Most Frequently Identified:
Frequency Concept
6 Increased Textbook Reserves
6 None
4 Increased Staffing
3 Requested Funding
2 Increased Course Offerings
1 Added Concierge/Personal Librarian Services
1 Changed IL Program
1 Conference Attendance
1 Created Makerspace
1 Created Online Tutoring
1 Created Veteran's Services
1 Hired Tutoring Staff
1 Increased Book Collection
1 Increased Hours
1
Library Connected to Student Equity
Activities
Comments:
Working on potentially finding a summer Library 100 class w/equity funds. MAYBE
(linked or targeted to our Summer boost program) -never funded a class in many years
=equity.
Library tied to numerous activities in our various plans (FYE course, student success
coaches, etc.); no direct funding.
Seeking an opening to request funding for adjunct librarian.
$15K for reserve books at main campus & remote campus.
None yet but are looking forward to participating.
New position in the Wor??
Tutoring staff funded, Online tutoring software, Textbook library funded
None
Textbooks. Part of planning for Academic Support.
Finding additional faculty. Value to Administration slowing our impact.
We requested but received none
I have money to update our basic reading collection & to include books from a wider
variety of ethnic backgrounds. ($1,000.)The lib. Is also considering for a grant to staff
23. Page 23 of 32
virtual ref. svc.
None currently. Trying to get temporary classified staff funding for computer help
$3,000 for information literacy redesign. Conference or adjunct. Conferences: BSILI,
On course, Curriculum. Adjunct backfills
None
Expand library hours (e.g. Saturday, later evening)
College does not have annual process for submitting equity funding proposals.
Administrators have asked me about what colleges have used equity funds for library.
Proposals in development: Embedded librarian for online courses, Instructional videos
(Info Lit), Consultant to help assess equity needs
Textbook funding - gar - reserves;
BSI - $10,000 - textbooks - 1 wk. checkout - SJC: 1st year/ 1st
generation/concierge/personal librarian. Foothill - 50 students - face to face. West
Valley 300 ??? - 5 ?????????
Expand library hours (e.g. Saturday, later evening) College does not have annual
process for submitting equity funding proposals. Administrators have asked me what
colleges have used equity funds for library.
We have applied for a college Foundation Grant to purchase high speed scanners &
IPads. This is NOT State Equity money
Reference appts. - adjunct hrs., Makerspace, Exhibit & training - veterans
Funds to buy textbooks for course reserves; Funds to support library cram night, funds
to hire student ambassadors, funds to pay GURL database (first e-books we could
afford)
N/A
A student group is funding textbooks. Part of the budget is being supplemented by
student equity funds.
Hire new Librarians - are included workshops - literacy
Foothill is piloting a First Year Experience targeting underrepresented groups. Students
will take a 1-unit library course and be matched with a personal librarian.
None
Currently they are not funding anything, we have a librarian on the committee.
Question #5: What professional development are you and your library colleagues
engaged in?
Concept Analysis of Comments
(25 Participants Submitted Information)
Concepts Most Frequently Identified:
Frequency Concept
33 Workshops/Conferences
8 - Not Specified
24. Page 24 of 32
4 - CCL
4 - Info People
3 - CCLI
3 - Internet Librarian
2 - ACRL
2 - ALA
2 - CARL
1 - CLA
1 - Library System
1 - User Group
1 - WOBAC
1 - CSU
10 Online Training
9 Campus Professional Development
2 Internal Library Training
2 New Faculty Orientation
1 Accreditation
1 Convocation
1 Courses
1 Membership in Professional Organizations
1 Reading Professional Literature
1 Reflective Writing Challenge
1 Student Equity
1 Visiting Other Colleges
Question #6: What additional professional development needs do you have?
Concept Analysis
(20 Participants Submitted Information)
Concepts Most Frequently Identified:
Frequency Concept
3 Advocate for Increased Funding
3 Statistical Analysis
3 Teaching Practice
2 ACRL IL Framework
2 Leadership
2 Outcomes & Assessments
2 Unknown
1 Advocate for Non-service Hours
25. Page 25 of 32
1 Book Repair
1 Collaboration
1 Conference Attendance
1 Customer Service
1 Equity Funding
1 None
1 Outside Speakers for Staff
1 Training for Adjuncts
1 Training for Classified Staff
Comments:
Leadership, IL Framework
Local/online for classified
Leadership development
Too soon to tell
I want to learn pedagogy, specific to libraries, but also learning in general
Canvas tutorial on Information Literacy
My colleagues have ided many substantial conferences but we do not have the faculty
to cover their time not the financial support
Statistics. Use experience, usability.
New framework. Getting funding/advocacy. ÒUsing library statistics visual data
design.
Money to cover true costs of pro. Dev., including time.
Need more down time so that all staff can participate - Identify a day when we can
close? (e.g. for customer service) We also need training in book repair
Not sure
Need more down time so that all staff can participate - Identify a day when we can
close? (e.g. for customer service) We also need training in book repair.
None, Currently we have funding at the campus level for most of our professional
development needs.
Staff and customer service PD
Meet every other week - bring in speakers
ALA in June 2015
Adjuncts need Professional Development opportunities too!
After presentation by Alicia Virtue, I want to learn how to create infographics!
Instruction, collaboration, SLO's, assessments, SAO's what library should do to get
equity funding.
Question #7: Hot topics, issues, concerns, opportunities we should be thinking about.
Concept Analysis
(23 Participants Submitted Information)
26. Page 26 of 32
Concepts Most Frequently Identified:
Frequency Concept
6 Open Educational Resources
3 Inmate Services
3 Library as Place
3 New ILS's
3 Funding (Staff)
2 Funding (General)
2 Learning Commons
2 Outcomes & Assessments
2 Staffing Standards
1 Accreditation
1 BYOD
1 Grants
1 IL Competency
1 Library Place on Campus Website
1 Materials Funding
1 Single-Librarian Libraries
1 Online Education Initiative
1 Open Source Library Systems
1 Outcomes & Assessments (Reference)
1 State Support for EBSCO
1 Student Grief Counseling
1 Student Safety
1 Students Labs
1 Technology Access
Comments:
SLO's _gathering + evaluation for reference we are struggling w/this How to do , etc.
Assessment
OER, assessment
Next generation ILS
Staffing, funding, grant opportunities/coordination with student lab services.
Student safety
New ILS. Increasing FT staff library as place _learning commons
Library system, Library as place _learning commons
Access to technology _support students (bring your own devices)
Incarcerated (games, plants, Students' puzzles) Correction to Social Services, Grief.
Access to funding. Being the sole librarian for three campuses, not enough time to
accommodate all needs.
27. Page 27 of 32
Statewide advocacy for consistent funding & more fulltime faculty
Statewide standard for staffing based on onsite D.E. FTES. Statewide I.L.S.
Need official CCL recommendation that college websites have direct link to library on
main college website.
OER
Citation -EBSCO State issues supported /LS - 3 yrs.?
OERs, Open source products/application, free e-textbooks
OER's, free textbooks, accreditation
OER's textbooks for students list funding sources on website - & when they are avail.
Minimum staff standards, Prisons & jail "ILL's +info lit competency
OER, Inmate Education
The changing needs of the library space _ noise, quiet study, food, study spaces, group
link-up spaces.
Assessment
OEI
Funding for library materials.
28. Page 28 of 32
Appendix A: Online Survey
29. Page 29 of 32
30. Page 30 of 32
31. Page 31 of 32
Appendix B: Council of Chief Librarians Information
Literacy Advisory Committee Members
Committee Chair: Cheryl Delson, Irvine Valley College
Doug Achterman - Galvin College
Micaela Agyare – Foothill College
Shelley Blackman – Evergreen Valley College
Morgan Brynnan - Butte College
Ellen Carey – Santa Barbara City College
Lena Chang – De Anza College
April Cunningham - Palomar Community College
Heather Dodge – Berkeley City College
Kathleen Ennis – Modesto Junior College
Sarah Frye - College of Marin
Krista Goguen - Pasadena City College
Alison Gurganus – San Diego Mesa College
Brandee Idlemann – Irvine Valley College
Scott Lee – Antelope Valley
Richard Ma – Mira Costa College
Michelle Morton – Cabrillo College
David Patterson - College of Marin
Sandra Pesce – San Diego City College
Sandy Rotenberg - Solano Community College
Jun Wang – San Joaquin Delta College