This document summarizes a long-term collaboration between the library and science faculty at NorthWest Arkansas Community College to improve students' information literacy in anatomy and physiology courses. Key aspects of the collaboration include developing an information literacy rubric, customizing library instruction sessions to specific course assignments, creating research guides for assignments, and assessing student work. Over time, the collaboration expanded to involve more faculty and students, with positive impacts on student performance meeting learning outcomes for locating, evaluating, and citing sources.
Presented at AABIG, June 10, 2016. Designing an Instruction Program is a big task, but one of the most important, and often neglected, components is a robust assessment plan. In this short presentation, I will share how librarians at Jack Tarver Library, Mercer University, designed an assessment cycle that includes multiple methods to collect feedback from faculty and students alike, and which covers both session-level and program-level assessment. I’ll take a look back at where we were four years ago, share how we got to our current plan, and speculate on what might happen in the future. Along the way attendees will learn about some of our mistakes and successes, and why we think an intentional assessment plan is an essential part of any instruction program.
Presentation at New England Library Instruction Group, 12/5/08, describing collaboration between UMass Amherst Libraries and Writing Program to deliver information literacy instruction to first-year university students.
The Teacher Self-Assessment Scales (TSAS). Presented to school participants at the 2015 Fall ALD4ALL Kick-Off on September 22, 2015 by Dr. Joseph P. Martinez.
Presented at AABIG, June 10, 2016. Designing an Instruction Program is a big task, but one of the most important, and often neglected, components is a robust assessment plan. In this short presentation, I will share how librarians at Jack Tarver Library, Mercer University, designed an assessment cycle that includes multiple methods to collect feedback from faculty and students alike, and which covers both session-level and program-level assessment. I’ll take a look back at where we were four years ago, share how we got to our current plan, and speculate on what might happen in the future. Along the way attendees will learn about some of our mistakes and successes, and why we think an intentional assessment plan is an essential part of any instruction program.
Presentation at New England Library Instruction Group, 12/5/08, describing collaboration between UMass Amherst Libraries and Writing Program to deliver information literacy instruction to first-year university students.
The Teacher Self-Assessment Scales (TSAS). Presented to school participants at the 2015 Fall ALD4ALL Kick-Off on September 22, 2015 by Dr. Joseph P. Martinez.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
Katz, Robin M. "Using Primary Sources in College Courses: Lessons from Students and Faculty in the Archives at Brooklyn Historical Society." Panel on teaching with archives organized by ACRL/NY. NYU Poly. Brooklyn, NY. April 30, 2013. Speaker and panelist.
Presenter(s): Olga Koz.
Are you interested in working with teaching faculty to make a difference in the academic achievement of students? Would you like to move from one-shot instructions to co-designing and co-teaching courses? If so, this presentation is for you!
Predicting academic performance of an elementary school using attributes like class size, enrollment, poverty, parent education, student performance, teachers credentials from 400 elementary schools from the California Department of Education's API 2000 dataset
ALT-C 2019 Jisc curriculum analytics - full set of slidesPaul Bailey
A deep dive into student data to discover curriculum insights
Authors: Paul Bailey, Niall Sclater, Michael Webb, Alan Paull, and Scott Wilson
A full set of slides around curriculum analytics.
Introduction to Advanced Placement for ParentsCollegeBoardSM
The College Board hosted a webinar for parents to engage with parents about what the Advanced Placement (AP) program is, what it's like in an AP classroom, and what AP means in college. Speakers included Edward Biedermann from the College Board, Dr. Gail Kaplan from Towson University, and Kelly Stromberg from North Central High School
Webinar presentation: Agents of Change: Librarians Innovating in the FYE SpaceKristin Kopenhaver
In this webinar, Inaugural FYE Innovation Award winners, Laura Kohl of Bryant University and Chris Bombaro representing the Waidner-Spahr Library of Dickinson College will discuss how they’ve been able to make a positive impact on first year students at their institutions.
For many years the measurement of student outcomes has focused solely on grades and test scores. Higher Achievement is looking beyond these outcomes to include skills, attitudes and behaviors. This workshop will share the 360 Data that Higher Achievement collects on the scholars they serve. The workshop will describe how the data is analyzed and how Higher Achievement shares best practices.
Presenters: Jeff Dowdy, Hasitha Mahabaduge, Nancy Davis-Bray.
The presentation discusses a faculty fellows project designed to team up a faculty member and a librarian charged with the redesign of a course to include key information literacy assignments that go beyond the traditional research paper.
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
Transforming library collections and supporting student learning with collect...NASIG
This presentation discusses how the use of collection mapping transformed outdated and unbalanced print collections at Florida SouthWestern State College into collections directly supporting student learning. A collection map is a data driven picture of specific areas of library collections. This approach differs from past approaches to collection development as it doesn't focus on a breadth of subject areas striving to develop a large collection of many volumes that students could possibly find useful, but rather, considers various factors including program enrollment figures, reference interactions, and course content to develop a collection that contributes to the quality and integrity of academic programs. The presenter will explain methodologies used, including the creation of collection maps, and share results the project has yielded for FSW's Rush Library.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
Katz, Robin M. "Using Primary Sources in College Courses: Lessons from Students and Faculty in the Archives at Brooklyn Historical Society." Panel on teaching with archives organized by ACRL/NY. NYU Poly. Brooklyn, NY. April 30, 2013. Speaker and panelist.
Presenter(s): Olga Koz.
Are you interested in working with teaching faculty to make a difference in the academic achievement of students? Would you like to move from one-shot instructions to co-designing and co-teaching courses? If so, this presentation is for you!
Predicting academic performance of an elementary school using attributes like class size, enrollment, poverty, parent education, student performance, teachers credentials from 400 elementary schools from the California Department of Education's API 2000 dataset
ALT-C 2019 Jisc curriculum analytics - full set of slidesPaul Bailey
A deep dive into student data to discover curriculum insights
Authors: Paul Bailey, Niall Sclater, Michael Webb, Alan Paull, and Scott Wilson
A full set of slides around curriculum analytics.
Introduction to Advanced Placement for ParentsCollegeBoardSM
The College Board hosted a webinar for parents to engage with parents about what the Advanced Placement (AP) program is, what it's like in an AP classroom, and what AP means in college. Speakers included Edward Biedermann from the College Board, Dr. Gail Kaplan from Towson University, and Kelly Stromberg from North Central High School
Webinar presentation: Agents of Change: Librarians Innovating in the FYE SpaceKristin Kopenhaver
In this webinar, Inaugural FYE Innovation Award winners, Laura Kohl of Bryant University and Chris Bombaro representing the Waidner-Spahr Library of Dickinson College will discuss how they’ve been able to make a positive impact on first year students at their institutions.
For many years the measurement of student outcomes has focused solely on grades and test scores. Higher Achievement is looking beyond these outcomes to include skills, attitudes and behaviors. This workshop will share the 360 Data that Higher Achievement collects on the scholars they serve. The workshop will describe how the data is analyzed and how Higher Achievement shares best practices.
Presenters: Jeff Dowdy, Hasitha Mahabaduge, Nancy Davis-Bray.
The presentation discusses a faculty fellows project designed to team up a faculty member and a librarian charged with the redesign of a course to include key information literacy assignments that go beyond the traditional research paper.
Launching An OER Initiative at Your InstitutionUna Daly
Join us for this webinar to hear from leaders at colleges who have been actively promoting the development of OER on their campuses for one to two years. They will share steps for launching an OER initiative including engaging faculty and librarians, importance of administrator buy-in, and support from instructional design to ensure effective, accessible, and re-usable open courses.
Bucks County Community College (PA) is engaged in the final year of a two-year, funded initiative to transition sections of eleven high-enrollment courses to use of OER and library resources that are free to students. The initiative brings together faculty course developers, faculty librarians, an instructional designer and a Universal Design for Learning (UDL) consultant to transform the entire course.
Central Lakes College (MN) has approached OER adoption, course redesign, and the authoring of new OER materials through faculty participation in cross-disciplinary collaborative OER Learning Circles. The online learning circles provide interactive support to faculty as they work through each of three pathways in adopting, using, and authoring Open Educational Resources.
When: Wed, Sept 13, at 11am PT/ 2pm ET
Featured Speakers:
Bill Hemmig, Dean, Learning Resources and Online Learning, Bucks County Community College
Dr. Karen Pikula, Psychology faculty, Central Lakes College, Minnesota State OER Coordinator
Transforming library collections and supporting student learning with collect...NASIG
This presentation discusses how the use of collection mapping transformed outdated and unbalanced print collections at Florida SouthWestern State College into collections directly supporting student learning. A collection map is a data driven picture of specific areas of library collections. This approach differs from past approaches to collection development as it doesn't focus on a breadth of subject areas striving to develop a large collection of many volumes that students could possibly find useful, but rather, considers various factors including program enrollment figures, reference interactions, and course content to develop a collection that contributes to the quality and integrity of academic programs. The presenter will explain methodologies used, including the creation of collection maps, and share results the project has yielded for FSW's Rush Library.
Gale Cengage Learning Webinar: Measuring Library Success, May 22Cengage Learning
Webcast Title: Demonstrating the Value of Your Library – Data That Makes a Difference
Webcast Date: May 22, 2014
School libraries make a difference. Or do they? What measurements are being used to show the strength and effectiveness of the resources and programs offered to students and teachers? Hear from library representatives at Oxford (MI) High School and Hinsdale (IL) Central High School who will cover:
• Defining useful anecdotal and statistical data
• Building relationships with students and teachers to create curriculum and assessments
• Collecting and using assessment data to measure student growth
About the speakers:
Carrie Conner, Media Specialist, Oxford (MI) High School
Carrie has been a Library Media Specialist at Oxford High School for two years. Prior to this she worked as a librarian for three years and interim library director for a year at a private high school in the Washington, DC area. Carrie has an MIS from the University of Michigan and a BS in Biology from Western Michigan University
Kathleen Krepps, Library Director, Hinsdale (IL) Central High School
Kathleen is the Library Director for Hinsdale Central High School. She earned National Board Certification as a Library Media Specialist in 2011 and has an MLIS from Dominican University and an MA in Communications from University of Illinois at Chicago.
Kerrin Riley, Teacher-Librarian, Hinsdale (IL) Central High School
Kerrin is a National Board Certified Librarian at Hinsdale Central High School. Before becoming a librarian she worked for a large telecommunications company as a data network specialist. Kerrin earned an MLIS from Dominican University and is currently working on an Ed.D in Instructional Technology at Northern Illinois University.
Myles Laffey, Teacher-Librarian, Hinsdale (IL) Central High School
Myles Laffey is a National Board Certified Teacher-Librarian at Hinsdale Central High School in Hinsdale, IL. Prior to his past 8 years teaching in the library, he spent 13 years teaching English.
Questions that should be asked for online delivery classes are: Is the instructor using online exemplary practices? Is the instructor qualified to teach online? Methods that could be used on a voluntary basis to answer these questions will be discussed.
This is the sixth segment in the NISO training series, Assessment Practices and Metrics in the 21st Century. The presentation was provided by guest lecturer, Nancy Turner of Temple University on November 30, 2018.
English Composition Students: How Are They Using Their Sources?Elise Wong
Radcliff, S., & Wong, E. (2012). English Composition students: How are they using their sources? Paper presented at CARL Conference 2012, San Diego, CA, 5-7 April.
Researchers collected papers from eight sections of English Composition at a liberal arts college and analyzed and compared sources listed in bibliographies to sources cited within the paper to see if all sources listed in the bibliographies were cited. Researchers tabulated how sources were used, including paraphrasing, stand-alone quotes and quotes either preceded by an introductory comment or followed by analysis or both. The goal was to discover how students were (or were not) using sources listed in their bibliographies and to determine the degree to which students were integrating information from their sources into their writing. Researchers analyzed the bibliographies by type of source and counted instances of un-cited data in papers. The overall purpose of the study was to help both composition instructors and librarians adjust their instructional strategies to address the problems highlighted by the study which included: Use of stand-alone quotes, use of un-cited data and inclusion of sources in bibliographies that were not cited in the paper. This research project was also an excellent vehicle for partnering with English composition faculty to learn how library instruction and composition instruction interact and overlap. The research highlighted for both how the boundary between library and English composition instruction has gaps that need to be filled by changing instructional methods and by creating more cooperation between librarians and composition faculty. Various ideas on how to accomplish this are included in the presentation.
During FY 19 George A. Spiva Library formed a committed to rebuild and enhance our Liaison Program. Here about the initiatives that resulted in a more robust involvement by faculty in the department allocation and collection management process, increase usage of library services, small scale OER implementation successes and enhanced librarian/faculty collaboration.
Presenters: Erik Christensen, Natural Sciences Department Chair, South Florida State College and Melanie Jackson, eLearning Director, South Florida State College
Description: This presentation will showcase the dramatic benefits to improving student access and success through the integration of a variety of OER Web 2.0 resources into your class. The dramatic cost reduction achieved by replacing traditional textbooks with virtual OER materials, coupled with the ability to integrate a wide variety of other learning resources that can address a range of learning styles, are keys to improving student success. The recent redesign of AST 1002 Descriptive Astronomy at South Florida State College will provide a case study backdrop that will enable participants to get a first-hand view of the effectiveness of each. These tools are all student-friendly, mobile- and BYOD-capable, and many are already familiar with students.
This presentation was provided by Ashley Miller of Ohio State University during the NISO Virtual Conference, Opening Up Education, held on April 19, 2017.
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
lecture presented by Janice Penaflor for PAARL's 1st Marina G. Dayrit Lecture Series 2016 held at Asian Institute of Maritime Studies, Roxas Boulevard, Pasay City on February 19, 2016
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Highlights from The Know News symposium, hosted last April by Simmons University School of Library and Information Science and the Gwen Ifill College of Media, Arts, and Humanities, given by Lisa Janicke Hinchliffe of the University of Illinois–Urbana Champaign, Laura Saunders of Simmons College, Anna Kassinger of Washington, D.C.’s NewseumED, and Ian Singer of Credo Reference. During the webinar they detailed next steps and ongoing efforts, including those from the Know News Symposium white paper.
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The webinar discusses the challenges of teaching social justice issues in a one-shot session and shows how librarians can incorporate scholarly resources like Credo when helping users learn how to navigate current events.
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Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
It seems that in just the last few years, the rapid explosion and proliferation of new computer and communications technologies have the potential to alter the learning and teaching experience forever.
We as educators are painfully aware of how “career” or “foundational” skills are essential in today’s ever changing global environment, and that knowledge of and experience in problem solving, critical thinking and information competencies can assure increased graduate success-- or, as one university put it, “keys to reaching your full potential”.
While most higher education institutions are today including career competencies in their FYE curriculum or core general curriculum, this webinar will discuss whether that is enough for today’s learning environment.
Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned?
Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.
What would be the advantage to faculty and administration if we did this?
What would be the advantage to students and graduates?
How would it look?
What are the challenges to this approach?
In a world where concerns about the employability of postsecondary graduates is growing for students, parents, and employers, how can higher education best prepare students for future success? Join us for a discussion with Matthew Hora, author of Beyond the Skills Gap, and Mike Sweet, CEO of Credo Education. They will explore the diverse types of skills sought by employers, the role of culture in teaching and hiring, and the value of broader twenty-first-century foundational skills in postsecondary education.
By: Matthew Hora - Assistant Professor of Adult & Higher Education, University of Wisconsin - Madison & Mike Sweet -
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Credo InfoLit Learning Community - Science IL: A Case Study of a Long-term Science/Faculty Collaboration
1. An InfoLit Learning Community Webinar
Science IL: A Case Study of a Long-Term
Library/Science Faculty Collaboration
By:
Shawna Thorpe, Head of Reference and Instruction
& Carey Chaney, Science Professor
2. NorthWest Arkansas Community College
Bentonville, Arkansas
Arkansas Map by David Benbennick [Public domain],
from Wikimedia Commons
USA Map by Huebi, CC A-SA 3.0 Unported
5. Fall 2016
• Library introduces ACRL’s Framework for IL for
Higher Education to faculty
• Anatomy & Physiology I assignment reviewed
& adjusted to incorporate Framework-
inspired tasks and learning outcomes
Fall 2016
• IL rubric created & beta tested
• IL instruction provided to 1 API section
6. A&P Research Learning Outcome
• Students can locate and use information
sources to further their knowledge of
anatomy, physiology, and health.
• Rubric for information literacy:
1) Locate sources of information
2) Sources are appropriate (evaluation)
3) Sources are cited properly
7. A&P Research Assessment
The assignment must require students to:
1) use sources outside of the text.
2) use at least 3 different sources.
3) evaluate the suitability of resources.
4) reference their information in the
instructor-specified format or style.
8. • IL rubric pilot tested with 4 faculty
• IL instruction provided to 1 A&PI section
Spring 17
Fall 2016
Spring 2017
• Assignment-specific research guide created
• Reference transactions directly correlate to
assignment
9.
10. Fall 2016
Spring 17
Fall 17
• IL rubric rolled out to all A&PI sections
• Librarian invited to departmental meeting
Fall 2017
• 2 new assignments developed & aligned to
rubric
• IL instruction provided to 3 A&PI sections
11. A&P IL Instruction Learning Outcomes
Standardized for all library instruction.
Students will be able to:
1) search for and retrieve relevant sources
to meet the assignment's requirements.
2) critically examine sources for credibility
and authority by applying the CRAAP
test rubric.
3) cite sources in instructor-specified
format.
12. • 4th assignment developed and aligned to rubric
• IL instruction provided to 4 A&PI sections
Spring 17
Fall 17
Spring 18
Fall 2016
Spring 2018
• 2nd assignment-specific research guide created
• Assignment related reference transactions
noticeably increase
13.
14. Information Literacy Outcome
Full
Credit
Majority
Credit
Half
credit
Minimal
Credit
No
Credit
Students can locate the information
requested
148 19 2 3 2
percent 83% 13% 1% 2% 1%
Students can use the number of
different sources requested
148 17 5 2 2
percent 85% 10% 3% 1% 1%
Student use sources that are
appropriate
141 22 7 2 2
percent 81% 13% 4% 1% 1%
Student documents references in the
format requested
123 17 16 5 13
percent 71% 10% 9% 3% 7%
Spring 2018 IL Assignment Results
• 6 A&P faculty
• 6 assignments
• 10 sections
• 170 students
• 1 rubric
15. • IL rubric required for all A&PI sections
• Librarian participated in departmental
meeting
Spring 17
Fall 17
Spring 18
Fall 18
Fall 2016
Fall 2018
• IL instruction provided to 15 sections
• A&P research guide incorporates all assignments
• A&P-driven reference transactions climb
16. A&P IL Instruction Lesson Plan
• Basic outline for all assignments
• Scalable from 20 minutes to 2 hours
1) Brainstorm: What do I need to know? And/or:
Where can I find needed information? (May be
preceded or replaced by group/share: Explain
assignment to librarian.)
2) Activity based on assignment or student input
(finding info, source evaluation, citing, or topic
selection)
3) 2nd activity, if time (same topics as above)
4) Demonstration of research guide to reinforce
activity (library.nwacc.edu/anatomy_physiology)
5) Take-aways (citation and evaluation guides)
17. Spring 19
Spring 17
Fall 17
Spring 18
Fall 18
• 6th assignment developed
• IL instruction scheduled for 12 sections
Fall 2016
Spring 2019
• Custom research guide created for 3rd
assignment
18. IL Instruction Sessions for A&P Classes
Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2018 Fall 2018 Spring 2019
Classes 0 1 1 3 4 15 12
Students 0 13 21 73 77 302 163
Instructors 0 1 1 1 3 8 6
0 1 1 3 4 15 120 13 21
73 77
302
163
0 1 1 1 3 8 6
0
50
100
150
200
250
300
350
Preliminary
19. Spring 2019 Report
to General Education Assessment Committee
• Students meet performance goal (85%
majority or better) for all sub-outcomes
except for reference citation.
• All faculty are asked to include
assignments for both A&PI and II because
all sections have information literacy
outcomes.
• Changes to A&P instruction for faculty…
20. Faculty Changes to A&P Instruction
1) Greater coordination with Library staff. At a
minimum, provide the library a copy of assignment.
Faculty who have worked with our partners in
the library have seen student performance
improve considerably.
2) Specify a citation style (AMA suggested).
3) Consider rubric norming to aid in consistent scoring.
4) Share examples of information literacy assignments
among faculty.
21. Adapting for Local Use
Working with Faculty
• Develop & own IL expertise
• Build relationships
– Find a faculty champion
– Reach out & offer help
– Customize service
– Follow through & deliver
• Review assignments
• Build collections
• Help students
IL Instruction
Use or adapt our:
– Rubric
– Lesson Plan
– Activities
– Worksheets
– Handouts
– LibGuides
28. Join us for our next live session, featuring the
2019 FYE Innovation Award winners
March 28 @ 2 PM ET
credo.link/agentsofchange
Editor's Notes
Walmart country. Most diverse and prosperous areas in state.
Students
Full-time: 2,493 Part-time: 5,222
Male: 3,389 Female: 4,326
Average age: 24.8 Median age: 21
Ethnicity
White: 68% Hispanic: 16% Black: 3% Other races: 13%
Right now, my library’s science IL effort is:
non-existent
on life support (struggling)
alive (could be worse; could be better)
thriving (just looking for a new idea or 2)
No record of library providing A&P instruction prior to this
13 students in 1 section
Assignment-driven with Framework-based Los
Simultaneous review & adjustment of MBIO assignment & rubric (no instruction)
4 API faculty
4 assignments
1 common rubric
130 students
7 sections
Spring 2018 = Required for API
Increase in reference transactions anecdotal – not actually tracked, but requests for AMA citation help overwhelm librarians who are learning it on the fly. Unanticipated and not planned for, librarians were unfortunately left unprepared.
1 basic guide + 2 instructor/assignment specific
Citation; gravity/pressure
Mentimeter
Kahoot
LibGuide
Handouts
CRAAP activity
AMA citation activity
Rebecca’s hybrid class
Includes A&P II
Spring 2019 = 12 scheduled but haven’t all been conducted
Campus committee
GO TO NEXT SLIDE for Changes
Library has facilitated assignment sharing among faculty
Examples follow.
How we determine the direction of a 20 minute session.
Some instructors require
Handouts
Worksheets
Now when I think about my library’s science IL efforts,
I am:
staying home (will not attempt any kind of science IL)
lost (not enough / right kind of information provided)
in neutral (will not change anything based on what I heard)
on my way (will begin or will augment with something learned today)
racing down the road (full of ideas and enthusiasm)
![NorthWest Arkansas Community College
Bentonville, Arkansas
Arkansas Map by David Benbennick [Public domain],
from Wikimedia Commons
USA Map by Huebi, CC A-SA 3.0 Unported](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)