This document outlines a "train the trainer" workshop for faculty on teaching information literacy. The workshop is designed to educate faculty on key information literacy concepts so they can incorporate them into their own courses rather than relying on one-shot library instruction sessions. The workshop covers defining information literacy, aligning it with curriculum goals, designing effective assignments, and modeling sample activities. Faculty will learn how to assess student work and collaborate with librarians on developing rubrics and tutorials to embed information literacy into courses in a systematic way. The goal is to empower faculty as instructors of information literacy and make it a sustained part of the curriculum.
Faculty Power: A Renewable Energy Source for Teaching Information Literacysusangar
This document outlines a "train the trainer" approach for teaching faculty about information literacy. It discusses planning workshops for faculty that include learning outcomes, curriculum, activities, and assessments. Example workshop content includes defining information literacy, understanding how it relates to core curriculum, experiencing an assignment from a student perspective, and learning about library resources. The goal is to educate faculty so they can incorporate information literacy into their own courses and assignments, rather than relying on one-shot library instruction sessions.
This document discusses information literacy frameworks and standards. It provides an overview of several influential models for information literacy including the Big 6 model, the Seven Pillars of Information Skills, and the Australian and New Zealand Information Literacy Framework. It also summarizes the ACRL's five competency standards and new framework adopted in 2016. The document then discusses information literacy initiatives and strategies in South Africa, at UNISA, and possibilities for an interactive online information literacy program in Africa.
The document outlines the information literacy workshops and programs provided by the library at TSiBA. It describes two initial workshops for new students covering establishing the need for information, accessing different formats, using information effectively, and distinguishing parts of books and journals. A second workshop covers evaluating online and printed resources, ethical use of information, referencing styles, and worksheets. Additionally, it mentions an EBSCOHost workshop on using online databases and collaboration between the library and academic teams to coordinate resources with lectures and assignments.
The document discusses information literacy (IL) at the University of Cape Town (UCT). It notes that UCT currently lacks an IL policy or framework, resulting in each librarian teaching according to their own methods. It provides an example of IL being embedded in the nursing curriculum. It then discusses the purpose of UCT Libraries and highlights topics from a librarian workshop on teaching and learning, including effective and ineffective teaching strategies. The document concludes by outlining IL initiatives librarians have undertaken in the past three years in the absence of an official IL policy.
Training the Trainers: Faculty Development Meets Information LiteracyElisa Acosta
This document summarizes a workshop for training faculty on information literacy. The workshop covered defining information literacy, barriers to teaching it, strategies for collaboration between librarians and faculty, and a "train the trainer" approach. Activities demonstrated how to incorporate information literacy learning outcomes, design assignments, do curriculum mapping, and assess student work. The goal was to equip faculty to teach information literacy in their courses and address time constraints faced by librarians.
The document summarizes library instruction interventions provided at the University of Nottingham in 2015-2016:
- 400 requests were received for information skills interventions within the curriculum by July 2016, a significant increase from the previous year.
- A suite of 9 undergraduate information skills interventions was launched in May 2015 covering topics such as using library collections, critical approaches to online information, and reference management software.
- Over 11,000 students attended the interventions in the first semester alone, with exit surveys finding students felt more confident in their information skills. The interventions have shifted to occur more throughout the academic year rather than just at the start.
Stellenbosch university infolit story 24 May 2016HELIGLIASA
The document discusses the University of Stellenbosch's information literacy framework and training. It provides definitions for information literacy standards which include understanding information needs, finding information effectively, evaluating information sources, using information responsibly, and communicating knowledge. The document also describes different types of information literacy training like curriculum-integrated sessions, e-learning modules, and one-on-one consultations. Examples are given of curriculum-integrated training in subjects like legal skills and psychology. Library guides and online modules are discussed as resources for students to develop research skills.
The document discusses an information literacy course at Montana State University Billings Library. It provides background on the course, which introduces students to research skills and concepts. It discusses how the course incorporates the new ACRL Framework for Information Literacy, which organizes key concepts into six frames. The course includes hands-on activities to help students learn about the evolving nature of information and develop critical thinking skills.
Faculty Power: A Renewable Energy Source for Teaching Information Literacysusangar
This document outlines a "train the trainer" approach for teaching faculty about information literacy. It discusses planning workshops for faculty that include learning outcomes, curriculum, activities, and assessments. Example workshop content includes defining information literacy, understanding how it relates to core curriculum, experiencing an assignment from a student perspective, and learning about library resources. The goal is to educate faculty so they can incorporate information literacy into their own courses and assignments, rather than relying on one-shot library instruction sessions.
This document discusses information literacy frameworks and standards. It provides an overview of several influential models for information literacy including the Big 6 model, the Seven Pillars of Information Skills, and the Australian and New Zealand Information Literacy Framework. It also summarizes the ACRL's five competency standards and new framework adopted in 2016. The document then discusses information literacy initiatives and strategies in South Africa, at UNISA, and possibilities for an interactive online information literacy program in Africa.
The document outlines the information literacy workshops and programs provided by the library at TSiBA. It describes two initial workshops for new students covering establishing the need for information, accessing different formats, using information effectively, and distinguishing parts of books and journals. A second workshop covers evaluating online and printed resources, ethical use of information, referencing styles, and worksheets. Additionally, it mentions an EBSCOHost workshop on using online databases and collaboration between the library and academic teams to coordinate resources with lectures and assignments.
The document discusses information literacy (IL) at the University of Cape Town (UCT). It notes that UCT currently lacks an IL policy or framework, resulting in each librarian teaching according to their own methods. It provides an example of IL being embedded in the nursing curriculum. It then discusses the purpose of UCT Libraries and highlights topics from a librarian workshop on teaching and learning, including effective and ineffective teaching strategies. The document concludes by outlining IL initiatives librarians have undertaken in the past three years in the absence of an official IL policy.
Training the Trainers: Faculty Development Meets Information LiteracyElisa Acosta
This document summarizes a workshop for training faculty on information literacy. The workshop covered defining information literacy, barriers to teaching it, strategies for collaboration between librarians and faculty, and a "train the trainer" approach. Activities demonstrated how to incorporate information literacy learning outcomes, design assignments, do curriculum mapping, and assess student work. The goal was to equip faculty to teach information literacy in their courses and address time constraints faced by librarians.
The document summarizes library instruction interventions provided at the University of Nottingham in 2015-2016:
- 400 requests were received for information skills interventions within the curriculum by July 2016, a significant increase from the previous year.
- A suite of 9 undergraduate information skills interventions was launched in May 2015 covering topics such as using library collections, critical approaches to online information, and reference management software.
- Over 11,000 students attended the interventions in the first semester alone, with exit surveys finding students felt more confident in their information skills. The interventions have shifted to occur more throughout the academic year rather than just at the start.
Stellenbosch university infolit story 24 May 2016HELIGLIASA
The document discusses the University of Stellenbosch's information literacy framework and training. It provides definitions for information literacy standards which include understanding information needs, finding information effectively, evaluating information sources, using information responsibly, and communicating knowledge. The document also describes different types of information literacy training like curriculum-integrated sessions, e-learning modules, and one-on-one consultations. Examples are given of curriculum-integrated training in subjects like legal skills and psychology. Library guides and online modules are discussed as resources for students to develop research skills.
The document discusses an information literacy course at Montana State University Billings Library. It provides background on the course, which introduces students to research skills and concepts. It discusses how the course incorporates the new ACRL Framework for Information Literacy, which organizes key concepts into six frames. The course includes hands-on activities to help students learn about the evolving nature of information and develop critical thinking skills.
The Russell Library Faculty Fellows Program aims to integrate information literacy and archives-based learning into academic courses through collaboration between faculty and librarians/archivists. Requirements for faculty fellows include collaborating with a librarian to redesign a course, providing research consultations and instruction sessions for students, and assessing the impact on student learning outcomes. An example course overview is provided for a Physical Principles of Renewable Energy course, which will give students hands-on research experiences through individual projects and utilize a scaffolded approach to develop their skills in evaluating academic literature and current information on renewable energy topics.
This document discusses the need to redefine information literacy frameworks to incorporate data literacy for the 21st century. It provides context on the growth of data-driven research and debates around roles in data management. It examines conceptions of data literacy from social science and science perspectives and examples of libraries developing data services. Finally, it analyzes pedagogical approaches to teaching data literacy and calls for discussion on integrating data literacy into information literacy frameworks and education.
This document discusses different types of library instruction, specifically one-shot instruction versus co-teaching a course. One-shot instruction involves a single session led by a librarian, which may not be closely tied to course goals. Co-teaching involves deeper collaboration where the librarian and instructor share goals and responsibilities for a course. Co-teaching has benefits like improved student outcomes but requires more resources. The document provides examples of effective models for library-faculty collaboration, from integrated sessions to co-designing assignments. It also discusses evaluating the impact of these models through methods like citation analysis.
This document discusses a research study that investigated the digital literacy competencies and use of social networking sites by PhD students at Brunel University for their research. The study found that while students found social media potentially valuable for connecting with others and finding information, they were not fully integrating these tools into their research activities. Barriers included privacy concerns and a lack of understanding of how social media could contribute to their research. The study recommends that universities provide digital literacy training to PhD students on effectively using social media for various research tasks and stages. It also suggests further research on supervisors' roles and more specific associations between demographics and tool use.
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
Presentation given at ACRL 2015, with Christine Murray, on teaching undergraduate students to discover and evaluate datasets for secondary data analysis.
Libraries as problem based learning environments across reader services [comp...Candy Husmillo
The document discusses problem-based learning (PBL) and the role of librarians in supporting PBL programs. It defines PBL as an instructional method that relies on collaboration, critical thinking, and hands-on learning. The document outlines six frameworks for librarian involvement in PBL including reference desk assistance, instruction, course-related support, collection management, faculty/student consultation, and group facilitation. It also discusses authentic learning approaches and their importance in developing real-world problem solving skills through activities like case studies and simulations.
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
The document discusses problem-based learning (PBL) at University College Dublin and the importance of information literacy in the PBL model. It describes PBL as student-centered learning where students work in small groups to address complex real-world problems. Students identify their existing knowledge and knowledge gaps, formulate learning issues to research, and apply information to solve the problem. The document argues that information literacy is crucial in PBL as students must self-direct their learning, think critically, and effectively find and evaluate information from various sources to address the problem. It also provides examples of workshops librarians conduct with PBL student groups to develop their information literacy skills.
Putting Students in the SADL - Creating a student network for digital literacyLSESADL
The document describes a project to create a student network called Student Ambassadors for Digital Literacy (SADL) at the London School of Economics. The project aimed to explore how digital and information literacy skills could be embedded into the curriculum by training student ambassadors. Student ambassadors participated in workshops on topics like finding and evaluating information, managing their digital footprint, and were recruited from the departments of Social Policy and Statistics. Data collected found that students had varying skills depending on their discipline and that peer support was a valuable role for ambassadors to help others develop research skills. Lessons learned included the need for clear role expectations for ambassadors and developing relationships takes time.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
Ensuring LSE undergraduates gallop to success: emerging findings from the SAD...CILIP ARLG
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Emerging findings showed that students developed research skills but were also made aware of existing support resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The student perspective provided valuable insights into information practices and needs.
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
Peter Hickey gave a presentation at LILAC16 in Dublin on March 22, 2016 about his university library's practices in supporting academic teaching and learning. Over the past few years, they have reframed their role, developed a new teaching and learning strategy, and implemented initiatives such as eLearning orientations, workshops on topics like EndNote and academic integrity, and games and simulations. Hickey discussed what has been working well, including expert-led programs and a teaching support menu, as well as ongoing challenges around workload balance, critical conversations, and demonstrating value to different academic programs.
The document summarizes the proceedings of the LILAC Conference held in March 2016 in Dublin. It provides background on the Library Association of Ireland Task Force on Information Literacy (TFIL), which was formed in 2011 to advance recommendations on information literacy. The Task Force includes representatives from academic, special, government, school and public libraries. It reviews challenges facing the Irish library sector and a lack of a cohesive national strategy for information literacy education. The vision is for practical, cross-sectoral collaboration to better align library services with national literacy goals and policies through advocacy, research, and engagement with stakeholders.
Presenter(s): Emily Thornton, Cristina Trotter, Michael Holt, Louise Lowe.
“What is being assessed in libraries today? What tools and methods are being used? What should be assessed but is not? Why?” A national survey in Spring 2016 explored these pressing questions while investigating the current practice of assessment in libraries today. In this presentation, the researchers discuss the survey results and implications of the data.
This document outlines the assessment cycle for evaluating student learning outcomes (SLOs). It discusses defining SLOs, identifying assessment activities, collecting and analyzing assessment data, communicating results to stakeholders, and using results for instructional improvement. Key points include writing effective SLOs using action verbs and related to specific skills, developing assessments aligned to SLOs, setting benchmarks to measure student achievement of SLOs, analyzing and reporting assessment data to stakeholders, and using findings to enhance teaching and student learning. The goal of assessment is to communicate the value of instruction and areas for growth.
Writing and Refining Information Literacy Learning OutcomesChris Sweet
One of the cornerstones of effective information literacy assessment is having clearly-defined student learning outcomes. Learning outcomes specify what learners will know or be able to do as a result of a learning activity. Accrediting bodies often look for specific learning outcomes as one component of the review process. Most librarians have received little –or no- training in writing learning outcomes. This workshop will provide an overview of learning outcomes, their role in assessment and how to write them. Participants are encouraged to come with an instruction session or class for which they want to write or refine learning outcomes.
Hepworth and Duvigneau- Is there a connection between building academics' res...IFLA_InfolitRef
This document summarizes research investigating whether an institutional strategy could develop information literate, critical thinking independent learners at universities in Botswana, Zambia, and Malawi. Key findings included that many students currently lack these skills and face challenges such as limited resources, outdated information, and a lack of integration of these skills in curriculums. However, involving students in real-world research projects was found to motivate students and help develop their skills. For academics, developing their own research capabilities, including information literacy, was connected to being more effective teachers. A proposed theory of change outlined engaging stakeholders to develop strategies, interventions, and evaluations to build capabilities among both students and academics.
Learning analytics as an academic research space has been growing in influence for nearly a decade. Campuses globally are deploying learning analytics to address a range of challenges including student dropout, poor engagement and targeted marketing as well as predict teaching and resource needs. As a field, learning analytics has advanced rapidly both as a research domain and as a practical on-campus activity to increase organizational use of data. In this presentation, Dr. George Siemens will explore both the research and the practice of analytics in education, focusing on the development of the Society for Learning Analytics, models for research and organizational data use and growing sophistication of data collection through psychophysiological approaches.
Explaining reasons for citation and comparing articles: an assessment in a Ma...Sheila Webber
This document describes an assessment given to Masters students in an Information Systems module to encourage close reading of academic articles and understanding of citation practices. Students were assigned two related articles and tasked with identifying reasons the second article cited the first, using a list of citation reasons from previous research. They also had to compare the two articles in specific ways. The assessment aimed to be completed in 20 minutes to discourage plagiarism and collusion. The document discusses how the assessment relates to frames in the ACRL Information Literacy Framework around scholarship as conversation, authority of sources, and research as an iterative process. Outcomes included some improved understanding of citation and academic writing but also identified areas for more preparation on academic reading.
Training the Trainers: Faculty Development Meets Information Literacysusangar
This document summarizes a workshop on training faculty to teach information literacy. The workshop covered defining information literacy, barriers to implementing it, and ways for librarians and faculty to collaborate, including using a "train the trainer" approach. It described LMU's experiences developing information literacy sessions, curriculum mapping, and assessment. The workshop provided activities for faculty to learn outcomes, design assignments, and incorporate specific outcomes into courses.
The document discusses evidence-based practice in school libraries. It provides examples of evidence that can demonstrate the impact of school libraries on student learning outcomes, such as standardized test scores, reading skills, research skills, and students' attitudes towards learning. The document also outlines strategies that school librarians can use to systematically gather, analyze, and present evidence from their practice to advocate for the value of school library programs.
The Russell Library Faculty Fellows Program aims to integrate information literacy and archives-based learning into academic courses through collaboration between faculty and librarians/archivists. Requirements for faculty fellows include collaborating with a librarian to redesign a course, providing research consultations and instruction sessions for students, and assessing the impact on student learning outcomes. An example course overview is provided for a Physical Principles of Renewable Energy course, which will give students hands-on research experiences through individual projects and utilize a scaffolded approach to develop their skills in evaluating academic literature and current information on renewable energy topics.
This document discusses the need to redefine information literacy frameworks to incorporate data literacy for the 21st century. It provides context on the growth of data-driven research and debates around roles in data management. It examines conceptions of data literacy from social science and science perspectives and examples of libraries developing data services. Finally, it analyzes pedagogical approaches to teaching data literacy and calls for discussion on integrating data literacy into information literacy frameworks and education.
This document discusses different types of library instruction, specifically one-shot instruction versus co-teaching a course. One-shot instruction involves a single session led by a librarian, which may not be closely tied to course goals. Co-teaching involves deeper collaboration where the librarian and instructor share goals and responsibilities for a course. Co-teaching has benefits like improved student outcomes but requires more resources. The document provides examples of effective models for library-faculty collaboration, from integrated sessions to co-designing assignments. It also discusses evaluating the impact of these models through methods like citation analysis.
This document discusses a research study that investigated the digital literacy competencies and use of social networking sites by PhD students at Brunel University for their research. The study found that while students found social media potentially valuable for connecting with others and finding information, they were not fully integrating these tools into their research activities. Barriers included privacy concerns and a lack of understanding of how social media could contribute to their research. The study recommends that universities provide digital literacy training to PhD students on effectively using social media for various research tasks and stages. It also suggests further research on supervisors' roles and more specific associations between demographics and tool use.
Promoting Data Literacy at the Grassroots (ACRL 2015, Portland, OR)Adam Beauchamp
Presentation given at ACRL 2015, with Christine Murray, on teaching undergraduate students to discover and evaluate datasets for secondary data analysis.
Libraries as problem based learning environments across reader services [comp...Candy Husmillo
The document discusses problem-based learning (PBL) and the role of librarians in supporting PBL programs. It defines PBL as an instructional method that relies on collaboration, critical thinking, and hands-on learning. The document outlines six frameworks for librarian involvement in PBL including reference desk assistance, instruction, course-related support, collection management, faculty/student consultation, and group facilitation. It also discusses authentic learning approaches and their importance in developing real-world problem solving skills through activities like case studies and simulations.
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
The document discusses problem-based learning (PBL) at University College Dublin and the importance of information literacy in the PBL model. It describes PBL as student-centered learning where students work in small groups to address complex real-world problems. Students identify their existing knowledge and knowledge gaps, formulate learning issues to research, and apply information to solve the problem. The document argues that information literacy is crucial in PBL as students must self-direct their learning, think critically, and effectively find and evaluate information from various sources to address the problem. It also provides examples of workshops librarians conduct with PBL student groups to develop their information literacy skills.
Putting Students in the SADL - Creating a student network for digital literacyLSESADL
The document describes a project to create a student network called Student Ambassadors for Digital Literacy (SADL) at the London School of Economics. The project aimed to explore how digital and information literacy skills could be embedded into the curriculum by training student ambassadors. Student ambassadors participated in workshops on topics like finding and evaluating information, managing their digital footprint, and were recruited from the departments of Social Policy and Statistics. Data collected found that students had varying skills depending on their discipline and that peer support was a valuable role for ambassadors to help others develop research skills. Lessons learned included the need for clear role expectations for ambassadors and developing relationships takes time.
SADL UP - Keynote presentation at HEA Changing the Learning Landscape event 7...LSESADL
Jane Secker and Maria Bell's presentation of the findings thus far of the LSE Student Ambassadors for Digital Literacy project at the HEA Changing the Learning Landscape - Digital Literacy event.
Ensuring LSE undergraduates gallop to success: emerging findings from the SAD...CILIP ARLG
The document summarizes the Student Ambassadors for Digital Literacy (SADL) project at the London School of Economics. The project aimed to explore how digital and information literacy could be embedded into the curriculum through student ambassadors. Student ambassadors were recruited from two departments and provided workshops on topics like finding and evaluating information. Emerging findings showed that students developed research skills but were also made aware of existing support resources. Lessons learned included the need for clear ambassador roles and more time to develop relationships. The student perspective provided valuable insights into information practices and needs.
SADL up: Putting students in the driving seat for digital literacy. LILAC 2014Maria Bell
Ellen Wilkinson and Maria Bell, London School of Economics and Political Science
Student Ambassadors in Digital Literacy (SADL) http://blogs.lse.ac.uk/lsesadl, an HEA funded project, was launched in October 2013 at the London School of Economics (LSE) aiming to further embed digital and information literacy in the curriculum. During this paper, project team members reflect on their progress to date, emerging findings and challenges.to date, emerging findings and challenges.
This paper was presented at LILAC 2014 on 24 April 2014: http://www.lilacconference.com
Peter Hickey gave a presentation at LILAC16 in Dublin on March 22, 2016 about his university library's practices in supporting academic teaching and learning. Over the past few years, they have reframed their role, developed a new teaching and learning strategy, and implemented initiatives such as eLearning orientations, workshops on topics like EndNote and academic integrity, and games and simulations. Hickey discussed what has been working well, including expert-led programs and a teaching support menu, as well as ongoing challenges around workload balance, critical conversations, and demonstrating value to different academic programs.
The document summarizes the proceedings of the LILAC Conference held in March 2016 in Dublin. It provides background on the Library Association of Ireland Task Force on Information Literacy (TFIL), which was formed in 2011 to advance recommendations on information literacy. The Task Force includes representatives from academic, special, government, school and public libraries. It reviews challenges facing the Irish library sector and a lack of a cohesive national strategy for information literacy education. The vision is for practical, cross-sectoral collaboration to better align library services with national literacy goals and policies through advocacy, research, and engagement with stakeholders.
Presenter(s): Emily Thornton, Cristina Trotter, Michael Holt, Louise Lowe.
“What is being assessed in libraries today? What tools and methods are being used? What should be assessed but is not? Why?” A national survey in Spring 2016 explored these pressing questions while investigating the current practice of assessment in libraries today. In this presentation, the researchers discuss the survey results and implications of the data.
This document outlines the assessment cycle for evaluating student learning outcomes (SLOs). It discusses defining SLOs, identifying assessment activities, collecting and analyzing assessment data, communicating results to stakeholders, and using results for instructional improvement. Key points include writing effective SLOs using action verbs and related to specific skills, developing assessments aligned to SLOs, setting benchmarks to measure student achievement of SLOs, analyzing and reporting assessment data to stakeholders, and using findings to enhance teaching and student learning. The goal of assessment is to communicate the value of instruction and areas for growth.
Writing and Refining Information Literacy Learning OutcomesChris Sweet
One of the cornerstones of effective information literacy assessment is having clearly-defined student learning outcomes. Learning outcomes specify what learners will know or be able to do as a result of a learning activity. Accrediting bodies often look for specific learning outcomes as one component of the review process. Most librarians have received little –or no- training in writing learning outcomes. This workshop will provide an overview of learning outcomes, their role in assessment and how to write them. Participants are encouraged to come with an instruction session or class for which they want to write or refine learning outcomes.
Hepworth and Duvigneau- Is there a connection between building academics' res...IFLA_InfolitRef
This document summarizes research investigating whether an institutional strategy could develop information literate, critical thinking independent learners at universities in Botswana, Zambia, and Malawi. Key findings included that many students currently lack these skills and face challenges such as limited resources, outdated information, and a lack of integration of these skills in curriculums. However, involving students in real-world research projects was found to motivate students and help develop their skills. For academics, developing their own research capabilities, including information literacy, was connected to being more effective teachers. A proposed theory of change outlined engaging stakeholders to develop strategies, interventions, and evaluations to build capabilities among both students and academics.
Learning analytics as an academic research space has been growing in influence for nearly a decade. Campuses globally are deploying learning analytics to address a range of challenges including student dropout, poor engagement and targeted marketing as well as predict teaching and resource needs. As a field, learning analytics has advanced rapidly both as a research domain and as a practical on-campus activity to increase organizational use of data. In this presentation, Dr. George Siemens will explore both the research and the practice of analytics in education, focusing on the development of the Society for Learning Analytics, models for research and organizational data use and growing sophistication of data collection through psychophysiological approaches.
Explaining reasons for citation and comparing articles: an assessment in a Ma...Sheila Webber
This document describes an assessment given to Masters students in an Information Systems module to encourage close reading of academic articles and understanding of citation practices. Students were assigned two related articles and tasked with identifying reasons the second article cited the first, using a list of citation reasons from previous research. They also had to compare the two articles in specific ways. The assessment aimed to be completed in 20 minutes to discourage plagiarism and collusion. The document discusses how the assessment relates to frames in the ACRL Information Literacy Framework around scholarship as conversation, authority of sources, and research as an iterative process. Outcomes included some improved understanding of citation and academic writing but also identified areas for more preparation on academic reading.
Training the Trainers: Faculty Development Meets Information Literacysusangar
This document summarizes a workshop on training faculty to teach information literacy. The workshop covered defining information literacy, barriers to implementing it, and ways for librarians and faculty to collaborate, including using a "train the trainer" approach. It described LMU's experiences developing information literacy sessions, curriculum mapping, and assessment. The workshop provided activities for faculty to learn outcomes, design assignments, and incorporate specific outcomes into courses.
The document discusses evidence-based practice in school libraries. It provides examples of evidence that can demonstrate the impact of school libraries on student learning outcomes, such as standardized test scores, reading skills, research skills, and students' attitudes towards learning. The document also outlines strategies that school librarians can use to systematically gather, analyze, and present evidence from their practice to advocate for the value of school library programs.
The document discusses evidence-based practice in school libraries. It provides examples of evidence that can demonstrate the impact of school libraries on student learning outcomes, such as standardized test scores, reading skills, research skills, and students' attitudes towards learning. The document also outlines strategies that school librarians can use to systematically gather, analyze, and present evidence from their practice to advocate for the value of school libraries.
This document discusses the importance of evidence-based practice for school librarians. It provides examples of studies that have collected evidence on the impact of school libraries on student achievement, learning, literacy, and independent learning. School librarians are encouraged to systematically gather and use data from their own practice to document the outcomes and impacts of the school library program in order to advocate for the value and importance of school libraries.
This document discusses the importance of evidence-based practice for school librarians. It provides examples of studies that have collected evidence on the impact of school libraries on student achievement, learning, literacy, and independent learning. School librarians are encouraged to systematically gather and use data from their own practice to document the outcomes and impacts of the school library program in order to advocate for the value and importance of school libraries.
This document discusses the importance of evidence-based practice for school librarians. It provides examples of studies that have collected evidence on the impact of school libraries on student achievement, learning, literacy, and independent learning. School librarians are encouraged to systematically gather and use data from their own practice to document the outcomes and impacts of the school library program in order to advocate for the value and importance of school libraries.
The document discusses evidence-based practice in school libraries. It provides examples of evidence that can demonstrate the impact of school libraries on student learning outcomes, such as standardized test scores, reading skills, research skills, and students' attitudes towards learning. The document also outlines strategies that school librarians can use to systematically gather, analyze, and present evidence from their practice to advocate for the value of school libraries.
In 2017, MU Library’s Teaching & Research Development team moved from a subject-based model of library support to a functional model, based around the core functions of our team i.e. Research Support; Academic Engagement; and Teaching & Learning.
Central to this change was the development of a new teaching programme, to be multi-disciplinary and standardised in approach, and considering information literacy provision in its widest context. The teaching programme is mapped to MU Library’s Information Literacy Strategy Framework. Classes under the programme were first delivered in 2018.
Our teaching programme focuses on activity-based classes to achieve the five IL competencies identified in our Framework.
In our presentation, we will explain the context and background to our decision to move to a functional model, with reference to the University’s new undergraduate curriculum, which focuses on critical skills, offers students opportunities to engage in experiential learning, and provides a multi-disciplinary focus for student module choices.
Aine will describe the process of creating a menu of class options with standardised lesson plans and content for our classes, and the pedagogical practice of student learning through active engagement.
She will give examples of this work in practice, showcasing tools used (e.g. Mentimeter software) and activities undertaken, and talk about the successes and areas for learning arising from the classes.
However, a key focus of our paper is to look at the practical aspect of class delivery and the benefits to co-delivery of these classes. How does this work in practice?
Catherine will share her experience of co-delivering the classes, and describe her role, offering recommendations about successful delivery of activity-based classes.
We hope conference attendees will find our session practical, thought-provoking and will be able to take away some ideas for similar classes in their library, in whichever sector.
The document provides directions for a library media teacher credential candidate to organize evidence from their coursework and field experiences into an electronic portfolio template addressing California state standards for the credential. It lists representative assignments that could provide evidence for each standard and includes a template for the candidate to describe their selected evidence, reflections, and how it demonstrates their competence in meeting each standard.
The document provides guidance for MLS students on constructing a capstone portfolio to demonstrate their learning and achievement in the program. The portfolio serves both student-level assessment of learning as well as program-level assessment for accreditation. Students are instructed to include 10-12 artifacts from their coursework, accompanied by reflective statements using the C-T-A-P-O method to describe the course purpose, relevant theories, artifacts, practices, and learning outcomes. Examples of reflective statements are provided.
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted expert consultations and a literature review to develop a modular, flexible, and embedded curriculum. The curriculum focuses on developing skills like evaluating information, becoming an independent learner, and managing information through reflective exercises. It is meant to support the transition to higher education and be integrated across disciplines.
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This document discusses how libraries can align their goals and assessments with their institution's assessment plans. It provides an overview of institutional assessment, including common goals focused on by accrediting bodies like teaching, learning, staffing, and integrity. It then discusses one university's formulation of their learning goals as Knowledgeable, Multi-literate, Engaged, Responsible, and Inquisitive (KMERI). The document outlines how the library can map their goals to these institutional goals and provide in-class assessments. It provides examples of assessments done in collaboration with courses and lessons learned around relationship building, gathering feedback, and using assessment data to demonstrate the library's value to the university.
Jump Into the Game: How Libraries Can Adapt to Institutional Assessment Plansjcmcintosh
This document discusses how libraries can adapt to institutional assessment plans. It provides an overview of assessment, highlighting the focus areas of regional accreditation bodies like resources, planning, teaching and learning. It also discusses how one university, Otterbein University, formulated their student learning goals of Knowledgeable, Multi-literate, Engaged, Responsible, and Inquisitive (KMERI). The document shows how the library mapped their goals and student learning outcomes to KMERI. It provides examples of in-class assessments done in collaboration with other departments and lessons learned around relationship building, gathering feedback, and demonstrating value to the university.
STCC Library Information Literacy Assignment Tips 2017STCC Library
1. The document discusses the importance of information literacy and defines it. It provides the definition from the Association of College and Research Libraries which includes determining information needs, accessing information effectively and efficiently, evaluating sources critically, incorporating information, using information purposefully, and understanding legal and social issues related to information.
2. Accrediting agencies expect colleges to teach information literacy skills. The document lists the key skills expected by the Middle States Commission on Higher Education which are similar to the ACRL definition.
3. The document provides tips and examples of assignments that can help teach information literacy skills to students. It suggests consulting librarians and specifying resources expected rather than just telling students to find information online.
The document summarizes research conducted by Dr Jane Secker and Dr Emma Coonan to develop a new curriculum for information literacy for undergraduates entering higher education over the next 5 years. They conducted a modified Delphi study with experts in information and education fields. Based on the expert consultation, literature review, and theoretical background, they developed a modular and flexible curriculum with 6 strands covering skills from foundational to advanced. The curriculum is intended to be embedded within academic disciplines and address the real needs of students through active and assessed learning opportunities.
The document describes the development of a library curriculum by the Parkway School District library team. They created student-focused "I Can" statements aligned to standards and expanded them into "Library Media Expectations". The curriculum has four strands - Find, Use, Share, Enjoy and Grow information. It is organized by grade level in an online guide. The team evaluated how the library program was evolving and used guidance from professional organizations to develop the curriculum to better support student learning.
How we teach is what we teach, integrating effective fye instruction 072418 f...credomarketing
Kent State University Library Director Mary Hricko and Fresno State Doctoral Student Ray Pun discuss strategies for improving the efficacy of information literacy instruction by using resources like Credo, and how to bring faculty into the loop so they too can positively impact student outcomes. You’re sure to walk away with ideas on how to reduce library anxiety, replace outdated faculty misconceptions, and incorporate resources in instruction.
This document describes a collaborative approach between subject librarians and learning tutors to embed academic literacies and employability skills into science curriculum at the University of West Scotland. They refer to these skills as "hidden vegetables" that are initially not obvious to students but are important for their learning and career development. The new approach directly links personal development planning sessions to science coursework and assessments to help students understand how these skills apply to their subject and make them more engaged. Initial results show increased student performance, engagement with personal development planning, and quality of student work. The collaborators aim to further develop this embedded approach across more programmes and levels.
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The document summarizes a presentation by Meredith Farkas on moving beyond one-shot library instruction sessions. It discusses limitations of the one-shot model and alternatives like flipped instruction, workshops, and embedding instruction into courses. Farkas emphasizes building relationships with faculty, participating in curriculum development, and creating learning objects like tutorials. She provides examples from her work at Portland Community College developing information literacy outcomes and collaborating with developmental education faculty. The presentation also covers reflective practice, communities of practice among librarians, and implications of the Framework for Information Literacy.
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This document discusses integrating information literacy into core university curricula through sustainable models. It describes Loyola Marymount University's approach, including developing an information literacy tutorial for first-year seminars, assessing student learning outcomes, collaborating with faculty on curriculum mapping and training, and partnering across campus. The presentation provides strategies for planning, articulating learning goals, outreach, and evaluating information literacy programs.
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This document discusses using Google Forms for formative assessment of active learning activities in the classroom. It defines formative and summative assessment, with formative assessment taking place during instruction to allow for continuous improvement, such as discussing responses from Google Forms in class. The document provides examples of how instructors can use forms and rubrics to evaluate student learning through active learning activities and calibrate assessments across different class sections. It also suggests next steps and provides links to additional resources on the topic.
Taking Active Learning to the Next Level: Increasing Student Engagement by B...Elisa Acosta
The document discusses blending face-to-face instruction with digital learning objects to increase student engagement in active learning. It describes using a game called RADAR to evaluate information sources, which led to increased student participation compared to a traditional worksheet. The game incorporated elements of gamification like competition and feedback. Student and instructor surveys found the blended approach improved engagement and learning outcomes.
Google Scholar is a free tool for searching scholarly literature such as academic articles, theses, books, abstracts and court opinions. It provides an easy way to search across many sources but has some limitations compared to specialized databases. The document recommends using a variety of research tools and services, including Google Scholar, library databases, interlibrary loan, and individual subject databases to conduct comprehensive research.
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The document outlines the assessment cycle used by librarians at Loyola Marymount University to evaluate information literacy instruction sessions for first-year English courses. The cycle includes 7 steps: 1) reviewing learning goals, 2) identifying learning outcomes, 3) creating learning activities, 4) enacting activities, 5) gathering data to check learning, 6) interpreting the data, and 7) enacting decisions based on the findings. Through multiple iterations of this process over 3 years, the librarians found that a rubric helped provide clearer teaching expectations and establish evidence of student learning.
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This document describes Loyola Marymount University Library's process for assessing information literacy instruction sessions for freshmen English classes. The library uses Megan Oakleaf's Information Literacy Instruction Assessment Cycle model, which involves 7 stages: 1) reviewing learning goals with stakeholders, 2) identifying learning outcomes, 3) creating learning activities, 4) enacting activities, 5) gathering data, 6) reviewing and interpreting data, and 7) enacting decisions. The library assesses student worksheets using a rubric to evaluate outcomes over multiple years. Assessment results have led to improvements in teaching materials, communication, and standardization of instruction.
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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.
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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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Faculty Power: A Renewable Energy Source for Teaching Information Literacy
1. FACULTY POWER:
A RENEWABLE ENERGY SOURCE FOR TEACHING
INFORMATION LITERACY
E L I SA S LAT ER ACOS TA
SUSAN [GARDNER] ARCHAMBAUL T
LOYOLA MARYMOUNT UNIV ERSI T Y
I m a g e b y J ü r g e n f r o m S a n d e s n e b e n , G e r m a n y ( F l i c k r ) [ C C - B Y - 2 . 0 ] , v i a W i k i m e d i a C o m m o n s
2. WHOSE JOB IS IT
TO TEACH STUDENTS
INFORMATION
LITERACY?
3. LIBRARIANS AND FACULTY
WORK TOGETHER
Librarians are experts in
information retrieval, new
technologies, and electronic
information resources
Faculty provide disciplinary
context for the information
literacy instruction, motivate
students to learn (including
grades), and assess lasting
impact of information literacy
instruction outside of the
library
4. WHAT IS TRAIN THE TRAINER?
“Teach the teacher” approach in
which librarians train faculty to
teach information literacy in their
courses
Faculty, rather than students,
become the target of information
literacy
Faculty are educated through
classroom activities, ideas,
materials, and techniques
5. WHY TRAIN THE TRAINER?
Time constraints
Inadequate staffing of
librarians, sustainability
Course integrated
Avoid scattershot approach;
make systematic
6. PLANNING THE WORKSHOP
✔ Teacher Materials Handouts, technology, dry erase
markers, etc.
✔ Learning Outcomes 1.
2.
3.
✔ Curriculum What knowledge and skills do they
need in order to achieve the learning
outcomes?
✔ Pedagogy What activities will you use?
✔ Evidence How will I know they have learned?
✔ Outline Learning Outcome #1
Curriculum
Activities
Comprehension Check
7. SAMPLE LEARNING OUTCOMES
1. Understand the definition, basic concepts, and importance of
information literacy in order to incorporate information literacy into your
assignments
2. Understand information literacy in the context of the new core
curriculum at LMU in order to embed information literacy into your new
core courses
3. Experience an information literacy assignment from the student
perspective in order to improve and adapt the assignment for your own
course
4. Develop an increased awareness of LMU library resources in order to
use them in future months
9. ACTIVITY IDEAS: INFORMATION
LITERACY OVERVIEW
Reflective discussion questions on scholarly discourse in their disciplines; their
expectations for students; describe an assignment that addresses one standard
Present key research findings on information literacy (PIL, Citation Project,
ERIAL)
Mix up information literacy learning outcomes with other learning outcomes and
make them guess which ones are the info lit outcomes
Present a list of technologies or tools and have them match with the
corresponding information literacy standards
Use polling software to see which information literacy standards they teach the
most frequently in their assignments; which standard they find the most difficult
to teach; present examples of student assignments and have them vote on the
learning outcome it covers
10. ACTIVITY
Facul ty sel f -
ref lect ion
exercise
Click here for full text
17. HOW DO YOU DESIGN A
GOOD INFORMATION
LITERACY ASSIGNMENT?
18. ACTIVITY IDEAS: INFORMATION
LITERACY ASSIGNMENT DESIGN
Carry out assignment “from student perspective” and then modify
“Assignment Pitfalls”
“Best practice” rubrics or checklists for evaluating assignments
Assignment Database
Explore a library database and think about how your students could use it in an
assignment
Use a tutorial evaluation checklist to explore and evaluate an information
literacy tutorial. Think about if/how you might want to modify it and adapt for
your course
22. RUBRIC OR
CHECKLIST
Click here for full text
Adapted from the Libraries of the Maricopa Community College District
(http://libguides.maricopa.edu/research_assignment_handouts_workshop)
23. HOW DO I INCORPORATE
A SPECIFIC INFORMATION
LITERACY LEARNING
OUTCOME?
https://www.flickr.com/photos/usnationalarchives/5589177693/
24. ACTIVITIES FOR INCORPORATING A
SPECIFIC INFO LIT OUTCOME
Guest faculty speakers talking about “best evidence” of student
work for a specific learning outcome
Overview of key library resources that can be used in
assignments
Discussion between faculty and librarians about what “good
practice” looks like for a specific learning outcome- then designing
an assignment and rubric together
Worksheets to guide in development of assignment creation for a
specific learning outcome
25. FACULTY SPEAKERS
Dr. Noreen
Art History
Dr. Almstedt
Health and
Human
Sciences
Why faculty guest speakers?
Faculty like to share and learn from each
other
Share IL assignments - good/bad
Highlight successful Faculty-Librarian
collaborations
Who should you ask?
Library “super users”
Frequent requestors of library instruction
Both our guest speakers had students who
won the Library Research Award
26. LIBRARIANS CAN HELP…
Designing & Revising IL
Assignments
Instruction - teaching search
st rategy, how to evaluate sources
Custom Research
Guides/Online Tutorials
Assessment - rubr ics & test ing
Get Help - research
consul tat ion appointments, chat
or text -a- l ibrar ian, in-person or
phone help
Image created by Jamie Hazlitt, Outreach Librarian
31. ADDITIONAL RESOURCES
Information Literacy Workshop for Faculty
http://libguides.lmu.edu/infolitworkshop
First Year Seminar LibGuide for Faculty
http://libguides.lmu.edu/FYS
Information Literacy Flagged LibGuide
http://libguides.lmu.edu/flag
Librarian Retreat on Information Literacy
http://libguides.lmu.edu/librariansretreat
32. CONTACT US
Contact Information:
Elisa Slater Acosta
elisa.acosta@lmu.edu
Susan [Gardner] Archambault
susan.gardner@lmu.edu
PPT Slides:
http://works.bepress.com/el isa_acosta/8
33. ACKNOWLEDGEMENTS
Thank You
William H. Hannon Library
Research Incentive Travel
Grant
Ima ge b y J ü r g en f rom Sa n d e s n e be n, Ge rma ny (Fl i c k r )
[CC-BY-2.0] , v ia Wi k ime d ia Common s
Editor's Notes
Work smarter not harder. Strategic library instruction. Embed better IL assignments.
Annual 3.5 hour faculty workshop started 3 years ago in 2012. Part of CTE (LMU Center for Teaching Excellence) Core Course Development Workshops http://www.lmu.edu/libraries_research/cte/Resources/Core_Curriculum/Summer_Grants_and_Workshops_2014.htm
Usually mid-May, one week after finals before faculty leave for the summer. A variety of workshops are offered. Two librarians present at one workshop.
New Core Curriculum started fall 2013.
Workshop outcome #1
We do this activity every year! (several versions on the libguide)
(2014)Icebreaker Activity: (10-15 min.)
Questions on handout: Answer, then discuss with a neighbor and report back to the bigger group.--What is information literacy, in your own words?--How are you using info lit in your own field (e.g. to locate data, find opinions)?--At what stage in your Dept. curriculum (or during which courses) do students encounter information literacy?
--When you did research for the first time, what were the most challenging things or things that were most “foreign” to you?
(2013) Activity: Self-Reflective Exercise (25 min.) give 15 minutes; report back for 10
Core Curriculum quote: “scholarly discourse”
How is “scholarly discourse” defined in your discipline? Where do scholars in your discipline go to find information? How do scholars present their research in written, oral, and visual formats in your discipline? What are your expectations for students in your classes/discipline regarding scholarly discourse? Do your students meet your expectations? Reflect; Discuss with a neighbor and report back to group on your commonalities and differences. (Frame 1 “scholarship is a conversation”)
Understand the definition, basic concepts, and importance of information literacy in order to incorporate information literacy into your assignments
Present key research findings on information literacy (PIL, Citation Project, ERIAL)
Proves IL outcomes are not foreign or difficult to incorporate. Some departments are already doing it!
We got this idea from Patricia Iannuzzi (2013 ACRL Academic/ Research Librarian of the Year). Icebreaker “Learning outcomes: What’s in a name?” She used ACRL standards and AAC&U VALUE rubrics, MAAP test, etc. http://libguides.lmu.edu/content.php?pid=334119&sid=4913625
Use polling software to see which information literacy standards they teach the most frequently in their assignments; which standard they find the most difficult to teach; present examples of student assignments and have them vote on the learning outcome it covers
Incorporate polling during the powerpoint presentation (as you talk about definition of IL)
Introduce “Info. Lit. Timeline” (shows FYS, RA, and flags plus the learning outcomes for each) and give faculty post-it notes.
Think about… Where else in the curriculum could there be information literacy within my Dept? Where would info lit ideally be introduced, reinforced, and mastered in my Dept’s curriculum? Write at least one course number on the sticky note and add it to the timeline. Think about how your course fit in this landscape?
Workshop outcome #2
Understand information literacy in the context of the new core curriculum at LMU in order to embed information literacy into your new core courses.
(2013) In the Student’s Shoes: Evaluate Sources Activity
Experience an information literacy assignment from the student perspective in order to improve and adapt the assignment for your own course
(40 min.)
(2012) RADAR Framework Exercise: assign each group a web site, popular magazine, journal article or source. Career Discovery- Occupational outlook handbook; yahoo news article related to a career; professional organization related to a career; scholarly article related to a career; a union web site. (identify Relevancy; authority; date; accuracy; Reason for Writing). They calculate the Earned Scholarly Average for the sources.
Share other types of "Evaluation" LibGuides CRAP Test , etc.
Faculty work in groups or alone to construct an evaluation chart for their discipline, discipline specific. use to build evaluation list.
Partners again or just large group, share on white board.
Some faculty don’t like “check lists” and some love them. This became an interesting, lively discussion about evaluating sources!
As a result the librarians call RADAR a “framework” or “guideline” and not a “check list.”
“Assignment Pitfalls”
Hand out 4 bad assignments- have people work in groups to answer “How could you improve this assignment? What level is this appropriate for (e.g. Freshman? Upper level?) If you had to change the assignment to go up or down a level, what would you change?)” Give 1 assignment per group. Report back to the bigger group to begin establishing a list. (10-15 min.)
Video: Show PIL video “Handout Study” (findings from PIL about good handout design) Show generic checklist on handout design & assignment pitfalls handoutActivity: Take this & begin to develop it for your own discipline (15 min.)
This checklist is from Practical PIL http://projectinfolit.org/practical-pil)
Guest faculty speakers talking about “best evidence” of student work for a specific learning outcome
(45 minutes) 2013
Very popular!
Overview of key library resources that can be used in assignments
Develop an increased awareness of LMU library resources in order to use them in future months. (Workshop outcome #4)
Discussion between faculty and librarians about what “good practice” looks like for a specific learning outcome- then designing an assignment and rubric together .
Faculty share assignments and syllabi.
Worksheets to guide in development of assignment creation for a specific learning outcome
Revise your own or create a new info lit assignment worksheet (1 hour, 20 min.). Keep in mind your expectations for students in your courses regarding info lit. Then in small groups, evaluate other peoples’ assignments
What are the positive elements you see about this assignment? What are the things that need improvement?
Faculty survey (administered by CTE) very positive ratings
Informal comments
More time to workshop assignments
More examples of assignments and rubrics
More faculty presenters, faculty showcase
Next year have participants comment on how their assignments worked/didn’t work out
Really liked the interaction between faculty, time to talk, meet new people
Not enough time
Early results
12-20 faculty attend every year
An additional workshop planned for Fall (Aug. 2014) called “Designing Information Literacy Assignments”
Some elements of our sample assignments have been incorporated into their assignments (especially the annotated bibliography)
Some elements of the assignment checklist have been incorporate into their assignments (especially research help and writing help contact info.)
Requirement for CTE grant – syllabi and reports posted online
Librarian feedback
Bring back faculty presenters. Faculty love it.
The evaluation activity is fun and lively
After three years… move away from defining ACRL standards. Concentrate on LMU IL outcomes and new core curriculum outcomes. More time can now be devoted to assignment re-design.