This document describes a community of practice (CoP) for integrating information and communication technology (ICT) literacy into the curriculum. The goals of the CoP are to promote collaboration, establish best practices, assess ICT skill levels, and develop a shared repository of materials. Students would develop ICT skills through problem-based learning activities involving defining information needs, managing and integrating information, creating and communicating new ideas, and evaluating information. The CoP would involve faculty, librarians, teaching assistants, and students working together to solve problems, develop curriculum, and share resources to support student learning outcomes.
This document outlines the process of action research, which involves systematically studying a problem or issue in one's own practice. It discusses identifying a focus or problem, developing questions to guide the research, collecting and analyzing data to answer the questions, and sharing results. Some key aspects of action research covered include developing focused research questions, choosing appropriate data collection methods directly related to the questions, and creating a plan for gathering, analyzing, and reporting data. The overall goal of action research is to gain insights to improve one's own teaching practice and student learning.
The document discusses using thematic analysis to explore themes in qualitative student feedback such as from the National Student Survey free text comments. It describes a method for coding and identifying themes that could provide insights into how assessment and feedback processes might be improved. The speaker presents their work analyzing feedback across various schools and programs at their university aimed at enhancing student satisfaction and progression through assessment and feedback improvements. Challenges of large data sets, diverse students and expectations are noted. The six phases of thematic analysis including familiarization, coding, searching for themes, reviewing themes, defining themes and reporting are outlined.
Human: Thank you for the summary. It effectively captures the key points and purpose of the document in 3 concise sentences as requested
This document describes two projects aimed at improving computing students' information literacy skills. The first project encouraged use of e-journals and improved electronic searching. It resulted in students making greater use of journals and advanced search techniques, and producing better quality bibliographies. The second project developed strategies to promote evaluating information quality. It led to higher quality bibliographies citing peer-reviewed sources and quality websites. Both projects embedded activities in the curriculum and used collaboration, reinforcement, and timely contextualized learning. An iterative cognitive skills model of information literacy is presented and mapping shows how skills are developed through stages of identifying needs, locating, evaluating, solving problems, and implementing solutions.
This document discusses using logic models to plan and communicate strategies for 21st century learning at the school-wide level. It advocates for backwards planning by first selecting learning goals, then designing performance assessments, and developing lesson activities to prepare students. The document provides an example logic model focusing on the learning goal of information/search literacy. It includes potential performance assessments, skill benchmarks, and instructional supports such as professional development, coaching, and curriculum mapping to guide students toward mastery. The document emphasizes using data from performance assessments to drive decisions about learning activities and instructional support.
This document discusses assessing student learning through various types of assessments. It defines assessment as an ongoing process to understand how students learn best and how to improve learning. Three main types of assessments are discussed: course-level assessments based on grades and assignments, program-level assessments using embedded assignments and capstones, and general education assessments across multiple courses. Examples of assessments used by organizations are given, such as performance assessments observing skills and written responses requiring student writing. References are provided on assessing student learning and assessment options.
This document discusses assessing student learning through evaluations and assessments. It distinguishes between informal assessments that make inferences about student learning through perceptions and reflections, and formal assessments that directly measure student performance and demonstration of learning. The document outlines formative assessments that improve learning by identifying strengths and weaknesses, and summative assessments that gauge understanding of a unit or course. Examples of formative and summative assessments are provided, as well as tips for developing rubrics and tying assessments to learning outcomes to effectively evaluate student learning.
The document discusses the exhibition process at MHS students. It explains that the exhibition requires students to apply skills and demonstrate content knowledge through presenting a completed class project. Students will go through lessons to prepare their presentation to a committee. The presentation grade will count as 15% of the student's grade in the class the project was from. The document also provides the exhibition timeline and ways families can support students.
This document outlines the process of action research, which involves systematically studying a problem or issue in one's own practice. It discusses identifying a focus or problem, developing questions to guide the research, collecting and analyzing data to answer the questions, and sharing results. Some key aspects of action research covered include developing focused research questions, choosing appropriate data collection methods directly related to the questions, and creating a plan for gathering, analyzing, and reporting data. The overall goal of action research is to gain insights to improve one's own teaching practice and student learning.
The document discusses using thematic analysis to explore themes in qualitative student feedback such as from the National Student Survey free text comments. It describes a method for coding and identifying themes that could provide insights into how assessment and feedback processes might be improved. The speaker presents their work analyzing feedback across various schools and programs at their university aimed at enhancing student satisfaction and progression through assessment and feedback improvements. Challenges of large data sets, diverse students and expectations are noted. The six phases of thematic analysis including familiarization, coding, searching for themes, reviewing themes, defining themes and reporting are outlined.
Human: Thank you for the summary. It effectively captures the key points and purpose of the document in 3 concise sentences as requested
This document describes two projects aimed at improving computing students' information literacy skills. The first project encouraged use of e-journals and improved electronic searching. It resulted in students making greater use of journals and advanced search techniques, and producing better quality bibliographies. The second project developed strategies to promote evaluating information quality. It led to higher quality bibliographies citing peer-reviewed sources and quality websites. Both projects embedded activities in the curriculum and used collaboration, reinforcement, and timely contextualized learning. An iterative cognitive skills model of information literacy is presented and mapping shows how skills are developed through stages of identifying needs, locating, evaluating, solving problems, and implementing solutions.
This document discusses using logic models to plan and communicate strategies for 21st century learning at the school-wide level. It advocates for backwards planning by first selecting learning goals, then designing performance assessments, and developing lesson activities to prepare students. The document provides an example logic model focusing on the learning goal of information/search literacy. It includes potential performance assessments, skill benchmarks, and instructional supports such as professional development, coaching, and curriculum mapping to guide students toward mastery. The document emphasizes using data from performance assessments to drive decisions about learning activities and instructional support.
This document discusses assessing student learning through various types of assessments. It defines assessment as an ongoing process to understand how students learn best and how to improve learning. Three main types of assessments are discussed: course-level assessments based on grades and assignments, program-level assessments using embedded assignments and capstones, and general education assessments across multiple courses. Examples of assessments used by organizations are given, such as performance assessments observing skills and written responses requiring student writing. References are provided on assessing student learning and assessment options.
This document discusses assessing student learning through evaluations and assessments. It distinguishes between informal assessments that make inferences about student learning through perceptions and reflections, and formal assessments that directly measure student performance and demonstration of learning. The document outlines formative assessments that improve learning by identifying strengths and weaknesses, and summative assessments that gauge understanding of a unit or course. Examples of formative and summative assessments are provided, as well as tips for developing rubrics and tying assessments to learning outcomes to effectively evaluate student learning.
The document discusses the exhibition process at MHS students. It explains that the exhibition requires students to apply skills and demonstrate content knowledge through presenting a completed class project. Students will go through lessons to prepare their presentation to a committee. The presentation grade will count as 15% of the student's grade in the class the project was from. The document also provides the exhibition timeline and ways families can support students.
The document proposes KidsQR, a recommendation system that generates query suggestions for children's web searches. It considers characteristics of children's language and interests rather than relying on adult query logs. KidsQR identifies relevant candidate queries, examines them for child-friendliness, ranks them using multiple factors, and provides the top three suggestions to guide children's searches. An evaluation with teachers and parents found KidsQR outperformed standard search engines in effectiveness measures.
The document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessments, then planning activities. It also recommends Shneiderman's framework of having students collect, relate, create and donate using technology. It discusses using guided inquiry over open research to focus students' searches. It provides examples of search tools like directories, custom search engines, and assessing credibility of sources.
Stakeholder participation training for the EU SOILCARE projectMark Reed
Slides presented in Newcastle (UK) and Bucharest (Romania) in July 2016 by Liz Oughton and Mark Reed (WP3, Newcastle University) with Steven Vella (Birmingham City University) and Heleen Claringbould (Corepage)
1) The document discusses managing systemic change towards developing 21st century skills in students. It emphasizes the need to plan change backwards using logic models with clear learning goals and performance assessments.
2) It recommends that change needs to happen within the instructional core through lessons led by teachers. Rubrics will be important to evaluate students' mastery of 21st century skills through performance tasks.
3) The document provides examples of logic models that map learning goals, assessments, benchmarks and learning activities to support developing students' skills in areas like information literacy. It stresses using assessment data to drive instructional improvements through curriculum mapping and professional development.
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.
This document discusses evaluating online learning environments and student performance in online courses. It describes evaluating different components of online learning, including the tutorial and assessment, interaction, management, and support components. Methods for evaluating student performance include quizzes, essays, projects, journals, portfolios, and participation in discussions. Discussion participation can be evaluated based on degree of participation, interaction levels, and inclusion of cognitive or content-related posts. The learning environment itself should also be evaluated to ensure its design supports interactivity, active learning, and knowledge construction.
This document summarizes National University's assessment plan and processes. It describes the purpose of assessment as ensuring evidence-based decision making and high quality programs and graduates. Key aspects of the assessment plan include identifying program learning outcomes, using both direct and indirect measures to assess student learning, analyzing assessment data, and implementing improvements based on findings. Signature assignments are used across courses and programs to directly assess student work, and rubrics help ensure consistent and reliable evaluation. The goal is to close the assessment loop by reflecting on results and implementing recommended changes.
The document discusses using interactive online tutorials to improve student research skills at Saint Xavier University Library. It summarizes research done that showed students lacked key information literacy skills. The library created Captivate tutorials that engage students and standardize instruction on topics like the scholarly process. Feedback found tutorials very helpful for students and faculty as homework assignments to better understand research concepts with less class time spent on instruction. The library plans to expand tutorial use and update them to focus on evaluating information rather than just finding it.
Blended by Design: Classroom Assessment Techniques & RubricsEDUCAUSE
The document discusses classroom assessment techniques (CATs) that can be used to gather feedback from students on their learning. It provides examples of CATs like minute papers, memory matrices, and student-generated test questions. The document advises faculty to choose a CAT, apply it, analyze the results, and use the feedback to modify instruction. It also discusses developing rubrics with students to clarify expectations and promote self-assessment. While blended learning requires more initial preparation time, research shows students in blended courses often achieve higher grades compared to other formats.
Assessment of Learning in Universal Design for LearningCAST
The document discusses the development and goals of the Universal Design for Learning Alternate Assessment Alignment System (UDL AA-AAS) Evaluation Tool created by the National Alternate Assessment Center (NAAC). The tool was designed to provide supports for reviewing state alternate assessments and guiding assessment development using Universal Design for Learning principles. It has undergone revisions and testing with states. The document also provides examples of how UDL principles were applied to modifying test items for the Pennsylvania System of School Assessment- Modified (PSSA-M).
Score! Using Competitive Assessment Approaches to Chart Growth in Critical Th...Colleen Mullally
Teaming up to teach a cohort of incoming freshman athletes during the Fall 2015 semester, a librarian and a faculty member designed a research study to examine the short and long term effects of embedded librarianship on incoming student athletes’ GPA, information literacy skills, and perceptions of research. In this non-credit Life Skills course required for all incoming athletes, the librarian was charged with infusing critical thinking and information literacy in the context of the weekly topics. Both formative and summative assessments were conducted in order to chart student learning. In-class exercises were designed to teach students to approach problems and gaps in their knowledge like researchers. Frequent checks for learning with formal and informal assessments were used in nearly each class. This presentation will not delve into the larger research project but instead will detail the sustainability, practicality, and effectiveness of attempting to measure student learning in the weekly classroom activities.
Signature assignments are common assessment tasks designed collaboratively by faculty that can be adapted to different course contexts while still measuring shared learning outcomes. They provide authentic tasks and a common data set to evaluate student learning across programs and institutions. Well-designed signature assignments engage students, guide effective pedagogy, and facilitate faculty discussions on student learning. Potential disadvantages include the time needed for development and perceptions of inflexibility.
http://finishedexams.com/homework_text.php?cat=4577
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
This document outlines a 4-step framework for passion projects. Step 1 involves brainstorming topics the student is passionate or cares about. Step 2 is to research and record information on the topic. Step 3 is for the student to reflect on why the topic matters and its impacts. Step 4 is to present the project with an organized presentation of facts and research to explain why the topic was chosen and should be cared about. The overall framework is intended to help students improve reading, writing, and communication skills.
1) Information literacy is a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and effectively use that information.
2) There are five national standards for information literacy which include determining information needs, accessing information effectively, evaluating information sources critically, using information effectively, and understanding legal and ethical issues related to information use.
3) The workshop provided an overview of information literacy and tools for instructors to integrate information literacy skills and assessments into their course assignments.
This document discusses research and inquiry in the context of Common Core standards. It notes that students often see research as just a writing exercise, but the goal with Common Core is to help students understand research as a thinking process expressed through writing. An overview explains how Common Core shifts the focus to include more inquiry, critical thinking, use of informational text and multiple sources, source evaluation, and academic vocabulary. The document provides examples of standards and activities to help teachers design research projects aligned with Common Core.
Instructional Technologies For Engaging and Assessing Student LearningMelissa Mallon
This document provides an overview of various instructional technologies that can be used to engage students and assess learning. It describes tools such as Padlet, Twitter, Google Docs, polling applications, survey tools, brainstorming applications, infographics tools, word clouds, games, and activities for smartboards. For each category of tools, 1-2 specific tools are highlighted, describing their purpose and how to use them effectively in instruction. The document emphasizes using these technologies to increase student buy-in, encourage critical thinking, and provide real-time feedback through collaborative, interactive, and game-based activities. It also cautions that instructional technologies should not be used just for their own sake and that clear planning is important for successful
Enhancing and Assessing Your Work-Based Learning PlanNAFCareerAcads
Does your academy’s work-based learning plan need to be fine-tuned? Participants will learn how to integrate a four-year, sequenced work-based learning plan into the curriculum, involve advisory boards to enhance the plan
and measure quality and effectiveness.
Presenter:
Laura Fidler,
National Academy Foundation
The document proposes KidsQR, a recommendation system that generates query suggestions for children's web searches. It considers characteristics of children's language and interests rather than relying on adult query logs. KidsQR identifies relevant candidate queries, examines them for child-friendliness, ranks them using multiple factors, and provides the top three suggestions to guide children's searches. An evaluation with teachers and parents found KidsQR outperformed standard search engines in effectiveness measures.
The document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessments, then planning activities. It also recommends Shneiderman's framework of having students collect, relate, create and donate using technology. It discusses using guided inquiry over open research to focus students' searches. It provides examples of search tools like directories, custom search engines, and assessing credibility of sources.
Stakeholder participation training for the EU SOILCARE projectMark Reed
Slides presented in Newcastle (UK) and Bucharest (Romania) in July 2016 by Liz Oughton and Mark Reed (WP3, Newcastle University) with Steven Vella (Birmingham City University) and Heleen Claringbould (Corepage)
1) The document discusses managing systemic change towards developing 21st century skills in students. It emphasizes the need to plan change backwards using logic models with clear learning goals and performance assessments.
2) It recommends that change needs to happen within the instructional core through lessons led by teachers. Rubrics will be important to evaluate students' mastery of 21st century skills through performance tasks.
3) The document provides examples of logic models that map learning goals, assessments, benchmarks and learning activities to support developing students' skills in areas like information literacy. It stresses using assessment data to drive instructional improvements through curriculum mapping and professional development.
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.
This document discusses evaluating online learning environments and student performance in online courses. It describes evaluating different components of online learning, including the tutorial and assessment, interaction, management, and support components. Methods for evaluating student performance include quizzes, essays, projects, journals, portfolios, and participation in discussions. Discussion participation can be evaluated based on degree of participation, interaction levels, and inclusion of cognitive or content-related posts. The learning environment itself should also be evaluated to ensure its design supports interactivity, active learning, and knowledge construction.
This document summarizes National University's assessment plan and processes. It describes the purpose of assessment as ensuring evidence-based decision making and high quality programs and graduates. Key aspects of the assessment plan include identifying program learning outcomes, using both direct and indirect measures to assess student learning, analyzing assessment data, and implementing improvements based on findings. Signature assignments are used across courses and programs to directly assess student work, and rubrics help ensure consistent and reliable evaluation. The goal is to close the assessment loop by reflecting on results and implementing recommended changes.
The document discusses using interactive online tutorials to improve student research skills at Saint Xavier University Library. It summarizes research done that showed students lacked key information literacy skills. The library created Captivate tutorials that engage students and standardize instruction on topics like the scholarly process. Feedback found tutorials very helpful for students and faculty as homework assignments to better understand research concepts with less class time spent on instruction. The library plans to expand tutorial use and update them to focus on evaluating information rather than just finding it.
Blended by Design: Classroom Assessment Techniques & RubricsEDUCAUSE
The document discusses classroom assessment techniques (CATs) that can be used to gather feedback from students on their learning. It provides examples of CATs like minute papers, memory matrices, and student-generated test questions. The document advises faculty to choose a CAT, apply it, analyze the results, and use the feedback to modify instruction. It also discusses developing rubrics with students to clarify expectations and promote self-assessment. While blended learning requires more initial preparation time, research shows students in blended courses often achieve higher grades compared to other formats.
Assessment of Learning in Universal Design for LearningCAST
The document discusses the development and goals of the Universal Design for Learning Alternate Assessment Alignment System (UDL AA-AAS) Evaluation Tool created by the National Alternate Assessment Center (NAAC). The tool was designed to provide supports for reviewing state alternate assessments and guiding assessment development using Universal Design for Learning principles. It has undergone revisions and testing with states. The document also provides examples of how UDL principles were applied to modifying test items for the Pennsylvania System of School Assessment- Modified (PSSA-M).
Score! Using Competitive Assessment Approaches to Chart Growth in Critical Th...Colleen Mullally
Teaming up to teach a cohort of incoming freshman athletes during the Fall 2015 semester, a librarian and a faculty member designed a research study to examine the short and long term effects of embedded librarianship on incoming student athletes’ GPA, information literacy skills, and perceptions of research. In this non-credit Life Skills course required for all incoming athletes, the librarian was charged with infusing critical thinking and information literacy in the context of the weekly topics. Both formative and summative assessments were conducted in order to chart student learning. In-class exercises were designed to teach students to approach problems and gaps in their knowledge like researchers. Frequent checks for learning with formal and informal assessments were used in nearly each class. This presentation will not delve into the larger research project but instead will detail the sustainability, practicality, and effectiveness of attempting to measure student learning in the weekly classroom activities.
Signature assignments are common assessment tasks designed collaboratively by faculty that can be adapted to different course contexts while still measuring shared learning outcomes. They provide authentic tasks and a common data set to evaluate student learning across programs and institutions. Well-designed signature assignments engage students, guide effective pedagogy, and facilitate faculty discussions on student learning. Potential disadvantages include the time needed for development and perceptions of inflexibility.
http://finishedexams.com/homework_text.php?cat=4577
Immediate access to solutions for ENTIRE COURSES, FINAL EXAMS and HOMEWORKS “RATED A+" - Without Registration!
This document outlines a 4-step framework for passion projects. Step 1 involves brainstorming topics the student is passionate or cares about. Step 2 is to research and record information on the topic. Step 3 is for the student to reflect on why the topic matters and its impacts. Step 4 is to present the project with an organized presentation of facts and research to explain why the topic was chosen and should be cared about. The overall framework is intended to help students improve reading, writing, and communication skills.
1) Information literacy is a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and effectively use that information.
2) There are five national standards for information literacy which include determining information needs, accessing information effectively, evaluating information sources critically, using information effectively, and understanding legal and ethical issues related to information use.
3) The workshop provided an overview of information literacy and tools for instructors to integrate information literacy skills and assessments into their course assignments.
This document discusses research and inquiry in the context of Common Core standards. It notes that students often see research as just a writing exercise, but the goal with Common Core is to help students understand research as a thinking process expressed through writing. An overview explains how Common Core shifts the focus to include more inquiry, critical thinking, use of informational text and multiple sources, source evaluation, and academic vocabulary. The document provides examples of standards and activities to help teachers design research projects aligned with Common Core.
Instructional Technologies For Engaging and Assessing Student LearningMelissa Mallon
This document provides an overview of various instructional technologies that can be used to engage students and assess learning. It describes tools such as Padlet, Twitter, Google Docs, polling applications, survey tools, brainstorming applications, infographics tools, word clouds, games, and activities for smartboards. For each category of tools, 1-2 specific tools are highlighted, describing their purpose and how to use them effectively in instruction. The document emphasizes using these technologies to increase student buy-in, encourage critical thinking, and provide real-time feedback through collaborative, interactive, and game-based activities. It also cautions that instructional technologies should not be used just for their own sake and that clear planning is important for successful
Enhancing and Assessing Your Work-Based Learning PlanNAFCareerAcads
Does your academy’s work-based learning plan need to be fine-tuned? Participants will learn how to integrate a four-year, sequenced work-based learning plan into the curriculum, involve advisory boards to enhance the plan
and measure quality and effectiveness.
Presenter:
Laura Fidler,
National Academy Foundation
This presentation provided an overview of rubric assessment and the RAILS (Rubric Assessment of Information Literacy Skills) project. It discussed the benefits of rubrics for learning, assessment, and data collection. The presentation covered how to create rubrics using learning outcomes and evidence of student work, as well as how to norm rubrics to achieve inter-rater reliability. Participants practiced norming and rating student work samples using an information literacy skills rubric. The presentation emphasized that explicit performance levels in rubrics are important for reliable scoring.
Research Models - Not Your Same Old County Reportdcurtis
The document discusses strategies for implementing online research modules in schools to improve information literacy. It outlines a framework called the Online Research Model that aligns information literacy skills with state and national learning standards. Key strategies include making logical connections in curriculum, constructing research puzzles for students, and overcoming barriers to implementation like lack of teacher support through collaboration, communication, and strategic planning. Sample research models are provided for different grade levels and subject areas.
This document provides information about an assessment workshop being held at Towson University. The workshop will cover using rubrics for information literacy assessment. Participants will learn about rubric design, norming rubrics by practicing scoring sample student work, and evaluating rubrics. The workshop aims to help librarians at Towson University develop rubrics to assess student learning and use assessment data to improve instruction practices. Sample rubrics from the RAILS project will be used during the norming exercise to help participants learn how to reliably score student work using rubrics.
This document discusses adapting VALUE rubrics for assessing information literacy skills at individual campuses. It describes a project that developed analytic rubrics for information literacy, analyzed rubric scores for reliability and validity, and created training materials. The project aimed to determine how rubric assessment can improve instruction and services, whether librarians and faculty can reliably score students using rubrics, and what skills are needed for reliable scoring. The document discusses challenges in rubric assessment and provides examples of campus collaborations to adapt rubrics for local use.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
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.
The document discusses using data and learning analytics to inform library investments and improve the student learning experience. It outlines an workshop on collecting and analyzing various data points like library usage, citations in reference managers, and quotes from readings. The goal is to move beyond typical metrics like satisfaction surveys and attendance to actual learning data that can better predict student outcomes and transform support. Privacy, transparency and monitoring versus engagement are important ethical considerations to discuss.
This document discusses planning for a NEASC accreditation by focusing on 21st century skills. It emphasizes explicitly connecting mission, leadership, focus, goals and measures. The document identifies four high-leverage goals for student learning: critical and creative problem solving, analyzing and constructing arguments based on evidence, meaningful and purposeful communication and collaboration, and digital literacy and information fluency. It provides learning targets and success criteria for assessing these skills. It also discusses finding coherence by aligning assessment, instructional practices, professional goals, and organizational goals with the student learning goals.
This document discusses reinventing library instruction using the ACRL Framework. It begins by comparing the previous ACRL Standards to the new Framework, noting the Framework focuses on knowledge-based learning through six conceptual frames rather than skills checklists. It then explains the characteristics of threshold concepts and how the Framework provides new opportunities for more flexible, collaborative instruction emphasizing discovery and higher-level thinking. Examples are provided for designing one-shot instruction sessions around student assignments and specific frames using backward design and formative assessment techniques. Specific examples demonstrate applying frames in classes like psychology research methods, marketing research, and criminal justice.
This document provides an overview of a workshop on using rubric assessment for an instruction program. It includes an agenda that covers background on assessment, norming sessions to ensure consistent ratings, and a question/answer period. The document discusses the assessment cycle and importance of identifying learning outcomes, activities, and gathering data to check for and improve student learning. It introduces a rubrics project that developed rubrics to assess information literacy and provided training. The workshop covers norming to establish shared understanding and more consistent ratings between participants. Examples of student work are practiced to refine application of the rubrics.
This document discusses using education metadata standards like LRMI (Learning Resource Metadata Initiative) to make instructional resources more discoverable. It provides an overview of the LRMI fields of metadata like general information, education specifics, alignments to standards, and examples of how resources can be tagged. Attendees participated in a hands-on activity to tag sample resources using LRMI fields in order to make the content more searchable based on criteria like standards, age, and type. Questions from educators are addressed, and how publishers and organizations can get involved with the metadata standards is discussed.
A preliminary discussion on the specifics of setting up a quality assurance process for assets, content and metadata in a learning repository. Please don't hesitate to contact me in case you have any relevant input.
1) The document discusses PUHSD's vision for mathematics curriculum, instruction, and assessment which is aligned with college and career expectations and prepares students for success in graduating high school and the global economy.
2) It explains concepts of rigor and relevance in curriculum, which includes rigorous content and higher-order skills that build on strengths of standards while emphasizing conceptual understanding over procedural skills.
3) Research-based instructional strategies are recommended to create a learning plan meeting CCSS demands, such as those outlined in QualityCore which provide resources, assessments, and reports to support instruction and evaluate student progress.
Non-MARC metadata training for "traditional" catalogers: the role and importa...Kelly Thompson
Association of College & Research Libraries Conference (ACRL 2015) poster (peer-reviewed). Presented March 27, 2015.
Abstract: Training “traditional” catalogers to create non-MARC metadata? My approach stresses critical thinking pedagogy -- metadata work is not about knowing a specific standard or tool, but about methodologies, thought processes, and an understanding of user goals and library data ecosystems. I hope to help you understand the role of critical thinking (or systems-level thinking) in training catalogers to leverage standards to independently develop high-quality, interoperable, user-focused metadata within continuously changing information ecosystems.
The document summarizes the agenda and objectives of a four-day curriculum development academy for Moreno Valley USD. Participants will work collaboratively to develop standards-aligned SMART Notebook lessons tailored to meet the needs of incoming students, using data-driven decision making. They will analyze achievement data to identify priorities and establish SMART goals, then identify digital tools to support the goals in their Notebook lessons. The outcome is to produce a lesson aligned with identified priorities and goals, incorporating at least two Notebook tools.
The document summarizes the agenda and objectives of a four-day curriculum development academy for Moreno Valley USD. Participants will work collaboratively to develop standards-aligned SMART Notebook lessons tailored to meet the needs of incoming students, using data-driven decision making. They will analyze achievement data to identify priorities and establish SMART goals, then identify digital tools to support the goals in their Notebook lessons. The outcome is to produce a lesson aligned with identified priorities and goals, incorporating at least two Notebook tools.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
The document provides an introduction to using rubrics for assessing student work. It defines key terms related to rubrics and their purposes. It then outlines a five step process for developing rubrics, including deciding on dimensions of quality, achievement levels, descriptions for each level, rating schemes, and reviewing/revising. An example rubric for grading research papers is also included.
Similar to Innovative design: using problem-based learning to teach information literacy. Smith Macklin (20)
Dr Bruce Ryan and colleagues from Edinburgh Napier University conducted a systematic literature review on information literacy and its impacts on society. They analyzed over 7,000 documents and found research is most comprehensive in education and health, while themes like citizenship and primary education are underrepresented. Barriers to information literacy included lack of government support and inappropriate teaching methods, while enablers included national frameworks and collaboration between librarians and educators. The researchers were unable to determine the most effective research methodologies for creating societal change due to a lack of robust evidence.
This document provides guidance on optional communication stickers that can be used during a session to indicate preferences for social interaction. It describes three sticker options: a green rectangle for being open to interaction, a yellow diamond for being open to either initiating or receiving interaction, and a red circle for preferring no interaction. This is an example of an activity used in a pre-enrollment session for autistic students.
This document summarizes a library instruction activity that aims to encourage learners to develop context-specific research plans. It does this by having learners unpack assumptions about what constitutes legitimate research and knowledge. Through discussion and reflection, learners consider how power shapes what is considered credible research and how mainstream institutions contribute to information hierarchies. The goal is for learners to contextualize academic institutions within broader information landscapes and consider ways of knowing that do not adhere to traditional academic paradigms in order to develop more equitable research practices.
Increasing the impact of information literacy (IL) requires raising awareness of what IL is, standardizing IL instruction across institutions and disciplines, introducing IL earlier in schools, illustrating its importance beyond education, making IL relevant to people's lives, and leveraging recognition that IL is needed to address information challenges in society.
This document outlines a creative library workshop aimed at liberating the library through information creation. The workshop includes several hands-on activities like collage making, blackout poetry, and fidget toy making. It also discusses learning outcomes around understanding the relationship between information creation and library liberation. The workshop is meant to establish collective hope for future library events and ends with participants sharing what they hope for in the coming months.
This document provides an overview of a session on accessibility in PowerPoint presentations. The session aims to explain the importance of accessibility, identify common issues, and provide tips for making PowerPoint presentations more accessible. It discusses common misconceptions about accessibility and the benefits of universal design. The session includes an activity for attendees to review examples and practice applying tips. These tips include using the accessibility checker, proper font sizes, color contrast, logical reading order, meaningful table formatting, alt text for images, and providing editable files. The session emphasizes an approach of prioritizing accessibility by default.
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Innovative design: using problem-based learning to teach information literacy. Smith Macklin
1. A Community of Practice
Integrating Information and Communication
Technology Literacy (ICT)
into the curriculum
Alexis Smith Macklin, Ph.D.
asmacklin@mac.com
2. What are ICT Skills?
•Critically think through an information
problem to identify specific information needs
•Select appropriate information resources
for those stated needs and
•Use technology and various multimedia tools
to organize and create new information
4. What is a CoP?
Communities of practice are groups of
people who share a concern, a set of
problems, or a passion about a topic, and
who deepen their knowledge and
expertise in this area by interacting on an
ongoing basis (Wenger, 2000).
5. Goals of the CoP –
Professional Development
• Promote collaboration
• Establish best practices
• Determine baseline ICT skill level
• Develop a shareable repository
6. Features of the
Theoretical Framework
• Active construction
• Situated learning
• Community
• Discourse Lave, J., & Wenger, E. (1991). Situated
learning: Legitimate peripheral
participation. Cambridge, UK:
Cambridge University Press.
7. Goals of the CoP –
Student Learning
• Develop ICT knowledge
• Articulate, develop, and support a
topic through research
• Evaluate and synthesize information
• Create and communicate new ideas
9. Three Assumptions:
•Knowledge is socially
constructed (Bandura 1977;
Vygotsky, 1978; 1986)
•Real-world problems motivate
students (Lave & Wenger, 1991)
•Construction of knowledge is
reinforced when something tangible
is produced (Lesh, 2002)
10. Questions
• What is the impact of ICT literacy instruction
on student learning outcomes in a first-year
composition course?
• How does an integrated PBL approach support
the learning and application of critical ICT
skills?
11.
12.
13. Performance Feedback –
iSkills TM
Assessment
What
students
were
asked to
do
Feedback
on
responses
% of
students
who
provided
highest
response
(Target
population/
sample)
% of
students
who
provided
highest
response
(Your
population/
sample)
14. Access
Locate a Web age
and 2 article
abstracts for a
research project
You used search terms that were
precise and useful in Web searches
29% 33%
You used search terms that were
precise and useful in database
searches
50% 61%
You used proper search delimiters in
database searches
37% 52%
Analyze the
possible reasons for
poor search results
You ranked potential alternative
searches accurately
21% 25%
You selected the most promising
alternative search as best
21% 25%
You analyzed the reason for the poor
search results correctly
11% 25%
15. Curriculum Integration
• Building on what the student already
knows
• Examining similarities and differences (i.e.
Comparing experiences; debating)
• Using instructional supports (concept
maps, worksheets, dialog, peer mentoring)
16. Students are shown
an unsuccessful
search
and must rank alternative strategies for
updating the search to be more successful.
17. Level 1: Testing Ideas
After reading various problem scenarios, the students will:
• Develop a question/hypothesis/problem
statement by identifying what they already know
about the given problem scenario
• Identify keywords for constructing search
statements/strategies to test in various search
engines
18. Level 2: Refining Ideas
After the problem-solving activities, the students will:
• Construct search statements and test them in
a variety of electronic databases
• Conduct peer-review evaluations of the
information gathered by classmates
• Revise search terms/strategies to increase
quality of information found
19. Level 3: Synthesizing Ideas
After gathering information resources, the students will:
• Extract relevant information from multiple
resources
• Synthesize information from selected sources
• Present a coherent, documented solution to the
problem
• Correctly cite information used
20. Problem Statement
Sexually transmitted diseases (STDs) among college-aged students
are on the rise. One factor may be binge drinking and reduced social
inhibitors because of alcohol consumption.
Many colleges and universities are addressing risky behavior
problems through various types of awareness campaigns. The Boiler
Gold Rush orientation program included a session this year on sexual
health issues. Next year, they want to target STDs prevention in their
presentation. They are asking you to create a brochure for the
Welcome Boilermakers packet. This brochure needs to focus on the
STDs most common among college students, behaviors that put this
population at risk, long-term problems associated with STDs, and
prevention measures.
Authentic problems in a CoP = situated learning
21. Define: Formulate a research statement to facilitate the search for information
What was I asked to do?
Answer three questions to clarify a
research project
You selected the best initial question to help clarify the
project.
You selected the best database variable to provide
useful information for the project.
You chose the best research question.
Choose a research topic according
to specific criteria and explain your
choice
You chose a research topic that fulfilled only some of
the criteria given.
You correctly reported most of the criteria fulfilled by
the research topic selected.
22. Learning
objective/skill
ACRL standard Proficient Average-level
ability
Low-level ability
Identifies an
information target
Determines nature and
extent of information
needed
Develops a clearly
stated thesis statement
and formulates
questions based on the
information need
Targets an
information goal
essential to the
need
Generates an
inarticulate or vague
need
Indicates key concepts
and terms
Identifies relevant key
concepts and terms
that describe the
information need
Identifies key
concepts or terms
that are moderately
relevant to the
information need
Identifies concepts
or terms irrelevant to
the information need
Refines a vague search
statement or question
Defines or modifies
the information need
to achieve a
manageable focus
Refines a vague
information need
to one that is more
specific
Reformulates a
vague search
statement into one
that is also vague
23. Findings
•Students used prior knowledge as a
means of understanding or making sense
of the given problems.
•Students developed a shared repertoire of
everyday experiences and incorporated
them into the learning process.
•Students mutually engaged in discourse and
debate for task interpretation by testing,
revealing, modifying, and refining problem-
solving strategies.
26. •The traditional 50-minute information literacy
session is insufficient to meet graduate
students’ research needs.
•Assessment practices for ICT skills should be
conducted so that instruction can be
developed and revised as needed.
•ICT literacy education is too demanding for
librarians to manage alone.
Assertions
27. Thank you for your time
Questions?
Comments?
For more information:
asmacklin@mac.com
Editor's Notes
Global industry, international media, and academic institutions are increasingly using the term “ICT literate” to define the key qualities and competencies they are looking for in well-educated people. These include a combination of cognitive proficiencies (the ability to identify and address information needs and problems) and technical proficiencies (the ability to use digital tools, software, and infrastructure that facilitate the creation, storage, manipulation, and transfer of information) (Newell & Simon, 1972). While appropriate application of ICT literacy skills entails recognition of social, educational, ethical, and economic issues, the characteristics of an ICT literate person include the ability to (Katz et al., 2004):
Define: Formulate a research statement to facilitate the search for information
Access: Find and retrieve information from a variety of sources
Evaluate: Judge the usefulness and sufficiency of information for a specific purpose
Manage: Organize information for later retrieval
Integrate: Summarize or otherwise synthesize information from a variety of sources
Create: Generate or adapt online information to express or support a point
Communicate: Adapt information for an audience for delivery via a different medium (e.g., e-mail, presentation software, word documents, and spreadsheets)
In January 2001, the Educational Testing Service (ETS) convened an International ICT Literacy Panel to study the growing importance of existing and emerging information and communication technologies and their relationship to digital age literacy. In recognition that critical ICT literacy skills were not being addressed in higher education, a consortium of experts in ICT literacy assembled to serve as advisors to ETS test developers as they designed an Internet-delivered assessment that measures students’ abilities to research, organize, and communicate information using technology. Development of the iSkills TM assessment is a key component of raising the awareness of the importance of ICT literacy as a foundational skill critical for success in higher education and the workplace. For this study, the test was used to benchmark graduate students’ proficiency levels and to make decisions about curriculum integration in a research methods course.
For the purpose of this investigation, a community of practice was used to investigate how students construct (and co-construct) ICT knowledge to solve information problems.
The community of practice provided an environment for sharing experiences, and disseminating information for collaboration and problem solving. This approach put students in situations where they were required to construct knowledge by testing and refining their thinking through activities that are meaningful to them.
Lave and Wenger (1991) identified four features that are fundamental to this theoretical perspective:
Active construction – Knowledge that is developed by testing, revising, and refining ideas.
Situated learning – Real-world experiences of individuals such as activities or conversations where knowledge is used and extended to solve problems.
Community – A group of people who come together to build a shared practice for learning, problem-solving, and completing tasks.
Discourse – Shared meanings among community members that evolve through dialog, debate, and negotiation.
In this environment, learning occurs when students actively create their own knowledge by trying to make sense out of material that is presented to them. The librarians’ role in this study was to facilitate organizing and directing these activities so that students became responsible for their own learning and the learning of others (Palloff & Pratt, 1999). For ICT instruction, this meant encouraging students to think and talk about information problem solving. These dialogs functioned as a way of formulating, testing, and sharing ideas where students raised questions, proposed hypotheses, and extended their knowledge. As with learning any new concept, competence is gained through practice, participation in problem-solving activities, and argument using rhetoric and analytic discourse (Roth, McGinn, Woszczyna, & Boutonné, 1999).
Insight into best practices in information and communication technology (ICT) instruction was the goal of this study, with a specific focus on using a problem-based learning (PBL) curriculum. While a part of the research looked at skill acquisition, emphasis was on the development and impact of ICT-supported learning environments, and the design and use of an exploration, articulation, and reflection model for learning and assessment (Jonassen, 1999).
The instructional modules included foundational ICT skills, and predetermined goals for the composition course, to answer my first question regarding the impact of ICT literacy instruction on learning outcomes in a first-year composition course. These outcomes included demonstrating proficiency in identifying appropriate information resources, selecting relevant sources, and synthesizing existing information into new information. The iSkillsTM assessment was used to evaluate skill acquisition as a result of this instruction.
Fifteen students enrolled in the required research methods course for chemistry education participated in this study. They were sectioned into three groups of five for participation in the think-aloud protocols and semi-structured interviews. At the beginning of the semester, they all took the iSkills TM assessment, which was delivered via the Internet in a proctored computer lab. Over a 2.5-hour period, they completed a background questionnaire, assessment tasks, and an exit survey. Each interactive task, separated into five-minute and fifteen-minute tasks, used simulated software with the look and feel of typical applications (databases, search engines, spreadsheets, etc.). There were 16 tasks: 12 five-minute single proficiency activities and four fifteen-minute complex problem-solving scenarios. The simpler tasks contributed to the overall reliability of the assessment whereas the more complex tasks focused on the richer aspects of ICT performance (Katz, Williamson, Nadelman, Kirsch, Almond, Cooper, Readmon, & Zapata, 2004).
Evidence gathered from the iSkills TM assessment (M = 574.8) suggested that students were weakest in skills requiring them to define an information need and evaluating and selecting information appropriate for a given need. As a result, think-aloud activities were designed to focus on proficiencies in those areas.
Think-aloud protocols and semi-structured interviews were conducted weekly, by the librarians, to watch as students engaged in discourse that led to increased understandings about information retreival and problem solving. Actions (i.e., search behaviors) and reactions (i.e., selection of information) were demonstrated successfully most often when the students had opportunities to practice search strategies and see others practice them, and when they were able to discuss what these activities meant in relationship to other situations (i.e., accessing appropriate resources; establishing evaluation criteria).
During these weekly sessions, students engaged in a process of verbalizations to reveal their assumptions, inferences, misconceptions, and problems associated with information retrieval for a given task (Ericsson & Simon, 1993). They worked in a computer lab in groups of four or five and explained each step of the problem-solving process in as much detail as they were able. They were only prompted to “Say more” if they stopped talking. Each session was audio taped and screen captures of their searches were recorded (when possible). Savery and Duffy (1995) explained how this collaborative process works in a problem-based learning environment:
The students begin with the problem “cold” – they do not know what the problem will be until it is presented. They discuss the problem, generating hypotheses based on whatever experience or knowledge they have, identifying relevant facts in the case, and identifying learning issues.
After the session, the students all engage in self-directed learning. There are no assigned texts. Rather, the students are totally responsible for gathering the information from the available medical library and computer databases resources.
After self-directed learning, the students meet again. They begin by evaluating resources – what was useful and what was not so useful. They then begin working on the problem with this new level of understanding (p. 141).
Only aggregate data were supplied at the time of this study. In order to arrive at a decision about what to teach based on students’ ICT competences, individual score reports were analyzed from feedback provided by evaluators at the Educational Testing Service (ETS). To establish scoring criteria for measuring ICT abilities, each of the comments was collected and organized into criteria that indicated high, average, or low-level performance. Comments that referred to high-level performance were coded with the number 3, average performance feedback was coded with the number 2, and low-level proficiency was coded with the number 1.
The results suggested that the mean scores for “define”, 1.93 (SD = .86), and “access”, 1.83 (SD = .85) were low, and that those skills sets should be taught first and reinforced throughout the semester.
I measured proficiency using rubrics based on ETS evaluators’ comments from the iSkillsTM and the ACRL Information Competency Standards for Higher Education, documenting where I saw patterns indicating misunderstandings or no understandings, as well as evidence that suggested students were doing well. This table presents the rubric I developed to evaluate the skills required for defining an information need
The Venn diagram in shows how these finding fit into the overall concept of the community of practice. As students recalled and shared experiences, they were better able to identify information needs based on what they knew – collectively and individually – and what they needed to know regarding a given problem or topic (Pea, 1993). Throughout the study, they were engaged in activities where they were required to select resources and develop artifacts to explain their thinking. These artifacts included annotated bibliographies, research journals, and products to disseminate new information. Through continuous discussion and debate, they were able to develop criteria for choosing the most relevant information. Eventually, they learned how to test and refine their thinking about the information goals, selection of resources, and evaluation and use of information to formulate solutions (Rosebery, Warren, & Conant, 1992).
Relationship between findings related to ICT skill acquisition and evidence-based assessment.
The iSkills TM assessment identified three areas of ICT skill development to address in first-year students: Defining an information need; accessing appropriate resources; and evaluating selected information. Following an evidence-based approach to developing these skills, students showed marked improvement in their ability to define a targeted information goal through recall and seeking validation of prior knowledge, synthesizing and evaluating new information through justifying and explaining selection criteria, and revising information needs based on gaps between new and needed information
Finally, there are four assertions, based on practice and the results of this investigation, regarding next steps for those interested in promoting ICT literacy skill using a community of practice approach.
The traditional 50-minute information literacy session is insufficient to meet graduate students’ research needs.
Assessment practices for ICT skills should be conducted so that instruction can be developed and revised as needed.
ICT literacy education is too demanding for librarians to manage alone. Rather, they should collaborate with subject matter faculty to integrate these competencies into the curriculum, and reinforce skill development through active participation in information problem solving activities.
The last assertion is perhaps the most important. Breivik (2005) indicated that more collaboration is the only way to effectively teach ICT competencies. As experts on the topic, librarians need to be proactive in explaining what ICT literacy is and how it will help improve student-learning outcomes. Using a problem-based learning approach, the results of this study extend the existing research (Eisenberg & Berkowitz, 1990; Kuhlthau, 1993, Webber & Johnston, 2000) by demonstrating an innovative way to incorporate these skills into the curriculum through a community of practice, and by using iSkills TM for establishing valid and reliable benchmarks to address critical learning needs.