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Measuring competence: building an assessment tool for public health graduate students
- 1. Measuring competence: BUILDING AN ASSESSMENT TOOL FOR PUBLIC HEALTH GRADUATE STUDENTS Erin Foster, MSLS NLM Associate Fellow 24 March 2016
- 3. 3
- 4. 4 Assess information literacy Align with program competencies
- 5. 5 Inform library instruction Promote realistic expectations Support professional practice
- 6. 6 Population: Masters of Public Health (MPH), Epidemiology Method: Pre, post assessment Tool: Survey
- 7. 7 “Information literacy is 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.” ACRL. (2015). Framework for Information Literacy for Higher Education.
- 8. 8 Epidemiology program competencies ACRL Information Literacy Frames Apply evidence-based knowledge of health determinants to public health issues. • Authority Is Constructed and Contextual • Information Has Value • Research as Inquiry Formulate and test a researchable question. • Research as Inquiry • Searching as Strategic Exploration Apply population-based concepts of epidemiology and risk determination to the assessment of health problems. Assess and interpret relevant literature in the area of public health and epidemiology. • Authority Is Constructed and Contextual • Information Creation as a Process • Information Has Value • Searching as Strategic Exploration Identify ethical problems that arise when epidemiology is used to guide public policy decisions. • Authority Is Constructed and Contextual • Information Creation as a Process • Information Has Value
- 9. 9 Dean of Academic Affairs Epidemiology Health Policy & Management Biostatistics Health Promotion Environmental Systems & Human Health Primary Health Care & Health Disparities
- 10. 10 1. Are there existing information literacy assessments? 2. What questions to ask? 3. How to evaluate?
- 11. 11 Initiate conversations about information literacy assessment Develop survey to administer in Fall 2016 Generate recommendations
- 12. Select references & resources Association of American Colleges & Universities. VALUE Rubric Development Project. From https://www.aacu.org/value. Association of College & Research Libraries. (2015). Framework for Information Literacy for Higher Education. From http://www.ala.org/acrl/standards/ilframework Belanger, J., et al. (2015). "Project RAILS: Lessons learned about rubric assessment of information literacy skills." Portal 15(4): 623-644. Gessner, A. G. C. and E. Eldermire (2015). "Laying the groundwork for information literacy at a research university." Performance Measurement and Metrics 16(1): 4-17. Mueller, J. (2014). "Assessments of Information Literacy.” From http://jfmueller.faculty.noctrl.edu/infolitassessments.htm. Oakleaf, M. (2014). "A Roadmap for Assessing Student Learning Using the New Framework for Information Literacy for Higher Education." Journal of Academic Librarianship 40(5): 510-514. Rubric Assessment of Information Literacy Skills (RAILS). From http://railsontrack.info/rubrics.aspx 12
Editor's Notes
- I am talking today about a project I am currently working on at OHSU Library to assess the information literacy of public health graduate students. This project is ongoing with an end date of August 2016, which is when my time as a fellow at OHSU Library ends. I am completing this project with Laura Zeigen, public health liaison librarian.
- This is an outline of my presentation as well as rough outline of my project timeline. I began with a review/background of the topic and project, then moved to discussions with important stakeholders, followed by the development phase (of tool) and will end with recommendations, which in one of my specified deliverables for this project.
- Recently developed School of Public Health, joint between OHSU and PSU. School was formally established in 2015. Evolved from existing Oregon MPH program and includes 3 doctoral programs, 6 mph programs, and 1 undergrad programs. Classes and instructors are split between the schools.
- This project in particular builds on Laura Zeigen’s field experience work done to complete her MPH. In her report, she emphasizes the importance of developing information literacy (or fluency) skills within MPH population. Also, emphasized the importance of mapping MPH program competencies to the information literacy competencies. As Laura discusses, a goal is to integrate information literacy as “touch points” within curriculum. Building on this is the importance of assessing information literacy skills of MPH students, which is where this project in particular focuses. The second piece is aligning program competencies with information literacy competencies. Establishing how exactly IL supports the competencies of the program in order to demonstrate its value and worthiness of class time.
- Laura’s field experience also set the foundation for the question of “why assess”? 1) Better idea of where to integrate library instruction 2) Assumption of knowledge by faculty; Laura picks up on these assumptions anecdotally as part of just general discussions with them 3) Support long term professional work – IL skills are not dependent on whether you have access to a certain resource, but rather allow for life long skills can apply in variety of ways So in covering the ‘why’, I going to articulate some more specifics about our project.
- When we considered assessment, there are a couple questions we needed to answer or at least start with. The first is population – in order to scope the project and pilot, who/what program would we focus on? The second is method – best way to assess? Most common? The third is related to tool – what to use to conduct assessment? Based from literature review, not set in stone, but give a starting point, especially when talking with people down the line.
- Are you familiar with the Association of College & Research Libraries (ACRL) information literacy framework? (Maddie) I also ask because I’ve gotten pretty far along with stating what we mean by information literacy? Taken from the ACRL 2015 IL framework, expanded upon the former definition. The ACRL IL standards have been reformatted into a framework of 6 frames. Purpose of the re-formatting, recognize the nuance and intersections between different of info literacy. Guide in how we map the standards of IL as listed in the framework to the program competencies listed for the epi program.
- Mapping between MPH, Epi competencies and ACRL IL standards. This is a sample, there are 9 epi program competencies. Living mapping; draft, will adjust as move forward. Provide a starting point for assessing best entry points into program curriculum. Greyed out. Only ACRL frame not represented in this is “scholarship as communication” End of pre-work - move to discussions with stakeholders within the SPH.
- Much of the literature that discusses the incorporation of assessment into curriculum, focusing on the importance of collaboration and relationships between the librarian and faculty. With this in mind, we moved to talking with individuals that could assist us with realizing our goals related to IL assessment. Talk with Dean of Academic Affairs to discuss assessment broadly (in school and programs). Good timing due to the new school and current accreditation pursuit. Referred us to track coordinators. Midst of track coordinator discussion, had two – one with Epidemiology coordinator, other with Health Management & Policy. Both coordinators were very receptive to talking with us. *Focus on conversation with Epi* One of the main things, was her ready identification of a touch point where Laura in particular could come in and integrate into a class in particular that focuses on conducting Epi research, designing a study, collecting data, and then analyzing and writing up a report. Another thing was her acceptance of the assessment piece and recommendations around when to implement. As a result of our conversations obtained curriculum syllabi – can further our mapping. Importance of scaffolding
- My last pop-up question – do you have experience with developing info lit assessment in your institutions? After these conversation, I’m working on tool development. Three questions that guide my development [read out]. Answers: Yes – link included at end of presentation Basic since this is for pre assessment; get initial baseline Create with existing IL rubrics in mind – VALUE info lit rubric (part of Association of Colleges & Universities), focused on undergrads; RAILS (Rubric Assessment for Info Literacy Skills) project that may be be more familiar to library audiences, funded through IMLS (Institute of Museum and Library Services); developed based off of the VALUE rubric and then contextualized within different institutions.
- To end, I’d like to give an idea of what this project will accomplish: Begin conversations about integrating IL assessment into program curriculum Survey to administer in Fall 2016 (whether in orientation or Epi 1) List of recommendations: how to administer (paper, online), suggestions for moving forward, how can this be expanded to other program.
- A list of some of the most useful papers/resources I’ve interacted with so far. There are many more so please contact me if you have any questions about these or other resources.
- Thank you for your attention. Any questions? I’d also like to hear from those of you with IL assessment experience. Thank you in particular to Carolyn Martin for inviting me to do this presentation and Maddie Romansic for her help supporting my pop-up questions, using Adobe Connect!