LOEX 2016 Recap
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This document provides a recap and overview of themes from the 2016 LOEX conference for teaching librarians. The main themes covered included assessment, teaching with technology, and information literacy. Specific topics discussed assessment types like authentic assessment, formative vs. summative assessment, and using technology for assessment. Other sessions covered problem-based learning, motivational design, critical information literacy, and incorporating social justice into information literacy instruction. The document provides resources and links to materials from various conference presenters and sessions.
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LOEX 2016 Recap
- 2. Library Orientation Exchange → Premier Conference for Teaching Librarians
- 3. Themes ★ Assessment ★ Teaching with Technology ★ Information Literacy
- 5. Assessment v. Evaluation Assessment The systematic collection of data to monitor the success of a program or course in achieving [objectives] for students.” Tangible evidence of what students have learned. Evaluation A judgment by the instructor or educational researcher about whether the program or instruction has met its [objectives].” Checks if the teaching was effective.
- 6. Traditional v. Authentic Assessment Traditional Curriculum drives the assessment Selecting responses Contrived Recall/recognition Teacher-structured Indirect evidence Discourages teaching to the test Authentic Assessment drives the curriculum Performing a task Real-life Construction/application Student-structured Direct evidence Encourages teaching to the test
- 7. Authentic assessment activities: Include real-life scenarios or applications Transferable skills and skills that lead to lifelong learning Require problem solving Engage critical thinking Create collaborative learning environments
- 8. Formative Assessment Monitors student learning by providing ongoing feedback that can be used by instructors to improve their teaching, and by students to improve their learning.
- 9. Summative Assessment Measure “student learning at the end of an instructional unit by comparing it against some standard or benchmark”
- 10. Authentic formative assessments Reflective writing Student demos Concept maps Self or peer evaluations
- 12. Teaching with Tech Best Practices Set clear expectations Create dummy accounts for students to use Practice
- 13. Tools Used at LOEX Padlet Google Forms Poll Everywhere Kahoot! Socrative
- 14. Game Based Learning New Tools Flip Quiz Kahoot! Stencyl
- 15. Useful Tools Tech eval worksheet Assessment reflection form Learning outcomes eval form
- 17. Assessment Remix
- 19. What to do with Assessment Immediate reflection Evaluate evidence Post-reflection
- 21. Kirkpatrick Model: Four levels 1. Reaction: How satisfied are the learners? 2. Learning: Have they learned anything? 3. Behavior: Can they apply what is learned? 4. Results: How does this benefit the larger organization?
- 23. Problem-based learning + Motivational design = transferable skills
- 24. Problem-Based Learning Complex problems (no single correct answer) Self-directed, instructor is the facilitator/guide only Realistic scenarios
- 28. Information Literacy The set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.
- 29. Critical Information Literacy Aims to understand how libraries participate in systems of oppression and find ways for libraries and students to act upon these systems.Anti-racist, anti-sexist, anti- homophobic, anti-ableist
- 30. How to incorporate critical IL Students come with an assignment to which they can immediately apply new concepts and skills. Students talk to and learn from each other, rather than the instructor. The more they talk, the more they learn. Group work and exploration, critiquing each other's work and ideas. Reporting out to the group for class sharing, learning, and critiquing.
- 31. Information Literacy and Social Justice Lua Gregory 2013 catalyst.library.jhu.edu/catalog/bib_5703839