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Information Literacy in the New Core Curriculum
- 1. Information Literacy in the New Core Curriculum Elisa Slater Acosta Library Instruction Coordinator Loyola Marymount University
- 2. What is Information Literacy?
- 3. Definitions “Information literacy is a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (ACRL) “Information literacy empowers people in all walks of life to seek, evaluate, use, and create information effectively to achieve their personal, social, occupational and educational goals” (UNESCO) Image courtesy of Beloit College Library http://www.beloit.edu/library/infolit/
- 4. ACRL Information Literacy Standards http://www.ala.org/acrl/standards/informationliteracycompetency
- 5. WASC Accreditation CORE COMPETENCIES WRITTEN COMMUNICATION ORAL COMMUNICATION QUANTITATIVE REASONING INFORMATION LITERACY CRITICAL THINKING WASC 2013 Handbook of Accreditation, CFR 2.2a
- 6. Loyola Marymount University • Private Jesuit and Marymount university in Los Angeles, CA • 6,087 Undergraduate • 2,220 Graduate • WASC visit Fall 2014
- 7. WASC Assessment institution-level assessment
- 8. LMU Undergraduate Learning Goals and Outcomes (2010) Information literacy: Students will be able to identify information needs, locate and access relevant information and critically evaluate a diverse array of sources http://www.lmu.edu/about/services/academicplanning/assessment/Undergraduate_Learning_Goals_and_Outcomes.htm
- 9. Sources of Evidence • Direct Measure: Looks at student work products or performances that demonstrate learning • iSkills Testing • Indirect Measure: Captures students’ perceptions of their learning and the educational environment that supports learning • National Survey of Student Engagement (NSSE) • 2012 Alumni Outcomes Survey 7 Powerpoint slide courtesy of the LMU Office of Assessment
- 10. LMU Assessment Cycle for information literacy outcome 2012 iSkills Testing Alumni Outcomes Survey NSSE 2013 Evidence Report 2014 Actions for Improvement Massa, Laura and Kasimatis, Margaret. Meaningful Assessment of the WASC Core Competencies (Mini-workshop) 2013 http://2013.wascarc.org/content/meaningful-assessment-wasc-core-competencies-mini-workshop
- 11. New Core Curriculum course-level & program-level assessment
- 12. Core Outcomes (25) Through the LMU Core, students will be able to… • collect, interpret, evaluate and use evidence to make arguments and produce knowledge. • identify information needs, locate and access information and critically evaluate sources.
- 13. Info Lit Flag http://www.lmu.edu/libraries_research/cte/Resources/New_University_Core_Curriculum.htm
- 15. First Year Seminar • Freshman requirement – Fall Semester • Assign at least 10% of the course grade on the basis of assessed information literacy, which must include completion of standardized tutorials prepared by LMU librarians Information Literacy Outcomes: 1. Be able to evaluate sources for quality (e.g., by learning to differentiate between scholarly and popular sources) 2. Acquire research skills including use of the library catalog and electronic databases to retrieve books or articles, whether in print or online http://www.lmu.edu/Assets/First+Year+Seminar.pdf
- 16. Lion’s Guide to Research & The Library Public version of the tutorial http://library.lmu.edu/research/researchtutorials/
- 17. Module 2
- 18. Module 2
- 19. Module 3
- 20. Module 3
- 21. Quiz
- 22. Overall Average Scores: FYS Info Literacy 87% 78% 84% 80% 93% 82% 86% 87% 100% 95% 90% 85% 80% 75% Starting… Types of Info Finding & Evaluating Using Info Ethically Module (across 74 courses) Quiz (across 69 courses)
- 23. Mapping Course Outcomes to Quiz Questions
- 24. Planned Improvements Break down content into smaller, shorter chunks Create a “handbook” that includes a summary of key points/content covered in tutorials & other supporting materials Encourage more integration of content into FYS course and provide assignment or activity suggestions
- 25. Rhetorical Arts
- 26. Rhetorical Arts • Freshman requirement – Spring Semester • Assign at least 10% of the final course grade on the basis of information literacy, with a librarian-led workshop and one or more course-integrated assignments Information Literacy Outcomes: 1. Conceptualize an effective research strategy and then collect, interpret, evaluate and cite evidence in written and oral communication 2. Distinguish between types of information resources and how these resources meet the needs of different levels of scholarship and different academic disciplines http://www.lmu.edu/Assets/Rhetorical+Arts.pdf
- 28. Assessment Library Rubrics • Annotated Bibliography • Research Diary Core Assessment Committee • Collect random sample of student work • Modify & calibrate the rubric • May 2014?
- 30. Information Literacy Flag • All students must take one Info Lit Flagged course to graduate • Any course at the 200 level or higher is eligible • No course may carry more than two flags • At least 10% of the total course grade must assess information literacy
- 31. Learning Outcomes – IL Flag 1. Select information that provides relevant evidence for a topic. 2. Find and use scholarly and discipline-specific professional information. 3. Differentiate between source types (differences include primary vs. secondary vs. tertiary sources; scholarly vs. popular sources; professional vs. academic) recognizing how their use and importance vary with each discipline 4. Evaluate resources for reliability, validity, accuracy, authority, and bias.
- 32. “Assignment as Assessment” • Poster • Research Prospectus • Historical Trace • Scientific Literature Review • Podcast • Research Journal/Blog • Citation Chasing • Business Plan • Source Evaluation • Annotated Bibliography http://lmulibrary.typepad.com/lmu-library-news/2012/03/undergraduate-research-symposium.html
- 33. Program Assessment Rubric Resources • AAC&U VALUE Rubrics • RAILS - Rubric Assessment of Information Literacy Skills • Locally developed rubrics
- 34. Librarians can help… • Designing & Revising IL assignments • Instruction - teaching search strategy, how to evaluate sources • Custom Research guides/Online tutorials • Assessment - rubrics & testing • Get Help - research consultation appointments, chat or text-a-librarian, in-person or phone help Image created by Jamie Hazlitt, Outreach Librarian
- 35. Additional Information . • PPT Slides: http://works.bepress.com/elisa_acosta/7 • Contact Information: Elisa Slater Acosta elisa.acosta@lmu.edu All images are from Microsoft Office clip art unless noted.
- 36. SIG-2 California Academic and Research Libraries (CARL): Information Literacy Is Core: From Building Assessment Capacity to Accreditation April 23, 2:00 pm - 4:00 pm Atrium 3 This SIG gathering is designed for librarians, teaching faculty, and academic administrators who wish to learn more about what distinguishes information literacy from other core competencies and how to promote its development on campuses. We will discuss strategies for creating awareness and building relationships with specific groups and/or units at academic institutions. Assessment instruments and methodologies will be reviewed, and examples provided of implementation of information literacy assessment at different levels. The gathering will conclude with implications for accreditation. • Convener: Les Kong CARL Executive Board member and Coordinator, Media Services California State University, San Bernardino • Panelists: Lynn Lampert Chair, Research, Instruction and Outreach Services, and Information Literacy Librarian California State University, Northridge • Panelists: Catherine Palmer Department Head, Education and Outreach, UC Irvine Libraries University of California, Irvine • Panelists: Elisa Slater Acosta Coordinator, Library Instruction Loyola Marymount University • Panelists: Henri Mondschein Manager of Information Literacy, Pearson Library California Lutheran University
Editor's Notes
- Need=Research question, thesis statement and formulates questions based on the information need Finds=Access info, know where to where to go, appropriate search tool Evaluates=RADAR – Rationale, Authority, Date, Accuracy, Relevance; pop/scholar, prima/second Uses=evidence to support academic arguments. Integrate new info into paper, speech, daily life… Ethics=Plagiarism, why cite, how to cite, copyright
- 6
- LMU Guiding Principles for Assessment 1.The primary purpose of assessment is improvement of student learning. The assessment process is a valuable process. It provides us with empirical information about student learning, which allows us to make informed changes for improvement. Faculty should be involved in as many steps of the process as possible. Faculty involvement in the process leads to faculty engagement with the results.
- LMU Assessment Advisory Committee selects 2 outcomes that will be the focus of the next 3 year cycle. Fall 2011 Information Literacy and Quantitative Reasoning were selected.
- Direct =Usually a standardized test or rubric. 75 Seniors, 1 hour, $20 a test+$20 incentive = $40, pros=easy, fast grading; con=pricy, missed professional development opportunity for faculty. “Assessment works best when it is designed to be meaningful, manageable and sustainable.” (2 outcomes measure in 1 year, 1 rubric, 1 test; more manageable than 2 rubrics?) National Survey of Student Engagement = 2 NSSE Questions computing and information technology. Only Slightly related. 2013 New! Institutions may add one topical module to the core survey at no charge. Topical Module: Experiences with Information Literacy Developed in collaboration with college and university librarians, this module asks students about their use of information and how much their instructors emphasized the proper use of information sources. This module complements questions on the core survey about higher-order learning and how much writing students do. 2012 AOS 2 Questions. In January 2012 members of the classes of 2004 and 2009 were invited to participate in an Alumni Outcomes Survey. Alumni were asked to rate their abilities, knowledge, and skills (referred to as ‘Self-Rating’) and indicate the extent to which LMU contributed to their development in these areas (referred to as ‘LMU’s Impact’).
- 2016 new assessment cycle starts again Develop/select measures Analyze results, report findings Determine changes made for improvement, all 40 departments responded to a 3 item survey. Discuss, satisfied, made changes
- The central component of the LMU undergraduate degree is the Core Curriculum. In the fall of 2013 LMU implemented an-all new Core Curriculum. The new curriculum is designed to provide LMU undergraduate students with a shared foundation of knowledge, skills, and values essential to the Mission of the university to encourage learning, to educate the whole person, to serve faith and to promote justice.
- Outcomes = what will students know, do and value
- Adopted in 2011, the new Undergraduate Core Curriculum is in place for the LMU class of 2017. This innovative program is embedded across each student’s academic career: information literacy concepts are introduced in the fall of their freshman year, reinforced in the second semester, and then enhanced within their major at least once at the sophomore level or higher.
- The First Year Seminar in the fall of their freshman year is a hallmark of the new Core. These courses, taught by senior faculty plus a writing instructor, with support from academic library staff. The full-time faculty member shares the example of lifelong commitment to intellectual curiosity by selecting the course topic from their own scholarly work and interests. Convention, Modernity, and Globalization: Asian Martial Arts Movies, Faith and Media Creation, Who Wears the Pants? Understanding Gender in 21st Century American Society, Community-based Learning with Non-profits for Social Change, Principles of Scientific Reasoning, The Philosophical Implications of Climate Change Fall 2013 - stakeholders 1334 freshman students (74 sections) 58 full time faculty 33 writing instructors (part-time) Librarians
- 74 classes total, Fall 2013. (1334 students) 74 classes received online instruction. (1334 students) 29 classes requested additional F2F library instruction. (521 students) Lion’s Guide to Research and the Library, an online tutorial developed by the library to introduce basic information literacy skills; these graded assignments measure the Core’s stated information literacy learning outcomes. LMU librarians did extensive research on best practices in the design and delivery of online tutorials in order to build creative and inventive modules using Articulate Storyline software that could be directly embedded in each course via the campus learning management system.
- Evidence Direct Measure – Quiz & module Scores; supplementary assignments Indirect Measure – Faculty & Student Surveys (Completed January 2014, response rate= ?)
- Differentiate between a primary, secondary, and tertiary source 66% Demonstrate an understanding of the order in which information is produced by correctly ranking, from earliest to latest, the publication date for a group of sources about the same event 75% Identify the source from the Social Sciences branch of knowledge from a list of mixed-discipline search results 66% Revisit the course outcomes: Teach need to know vs. nice to know
- Most popular supplementary assignments: Research Paper 14; Annotated Bibliography 11 Survey question design = too focused on what should be changed, instead of what did they like, what worked? Faculty concern about changing the tutorial too much.
- We build upon the First Year Seminar in the second semester Rhetorical Arts, an innovative course designed to teach today’s students the time-honored Jesuit tradition of “the good person writing and speaking well for the public good.” Librarians collaborated closely with the multi-disciplinary course developers on assignments and grading rubrics for information literacy through coursework requiring students to develop a research topic and create a research diary and an annotated bibliography.
- Spring 2014 1273 freshman students (73 sections) 48 Instructors total 6 Reference Librarians 73 classes total, Spring 2014. (1273 students) 74 classes scheduled for library instruction. (1 class came twice)
- Evidence Direct Measure – annotated bib Indirect Measure – Faculty & Student Surveys (May 2013) LMU Office of Assesment: early summer, 2 days, 8 -10 faculty, rubric training & norming session designed to increase interrater reliability, each paper read independently by 2 faculty. Faculty who score student work as part of this process find that they learn things about pedagogy, assignment development, and student learning. LMU Guiding Principles for Assessment 5. Assessment is more meaningful and likely to lead to improvement when students are committed to learning and the faculty and staff who deliver the programs and services own the process. (That’s why I like rubrics better than standardized tests like iSkills) Faculty did not score iSkills – missed professional development opportunity.
- The final formal component of the new Core where information literacy plays a part is “flagged courses.” Students are required to take courses that integrate specific skills into disciplinary coursework, including writing, oral communication, quantitative reasoning, engaged learning, and information literacy. The Library collaborates with faculty across the university in designing assignments, providing library instruction, and introducing subject specific resources to develop advanced information literacy skills within the discipline.
- The new Core has provided the library additional opportunities to systematically review information literacy across all disciplines and forge new faculty partnerships. Our current work in a curriculum mapping project identifies appropriate courses to be “flagged” for information literacy within each LMU undergraduate major degree program. So far… about 45 classes have been flagged IL. We need more.
- Authentic assessment = Not a huge burden on faculty. Assignment design. Rubrics can be shared with students, faculty and the assessment committee. Assignment Expectations, Grading criteria is clear for all stakeholders: students, faculty, librarians, assessment committees, etc. Assessment is embedded into the ongoing work of educating students in order to minimize the additional burden on faculty, staff and students.