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![Page 1: IL Best Practices: Innovative Approaches to Fit Your Institutional Needs Sheril Hook, Instruction Coordinator, University of Toronto Mississauga Stephanie.](https://reader035.fdocuments.us/reader035/viewer/2022062518/56649e025503460f94aecb12/html5/thumbnails/1.jpg)
IL Best Practices:
Innovative Approaches to Fit Your Institutional Needs
Sheril Hook, Instruction Coordinator, University of Toronto Mississauga
Stephanie Sterling Brasley, Manager, Information Literacy Initiatives, California State University, Office of the Chancellor
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Participants will be able to
Articulate the major ideas from categories 5 and 10 of the Best Practices Guidelines
Identify assessment tools for information literacy development
Identify basic strategies for how categories 5 and 10 of the Best Practices Guidelines can be applied to their own instructional and institutional environments
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Agenda
Category 5: articulation with the curriculum Playing with the IL Standards IL by design: embedding IL into course outcomes
Category 10: assessment and evaluation Instruction statistics Horizontal and vertical integration
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ALA/ACRL Characteristics of Programs of Information Literacy that Illustrate Best Practices
Category 5: Articulation with the Curriculum
Articulation with the curriculum for an information literacy program:
is formalized and widely disseminated;
emphasizes student-centered learning;
uses local governance structures to ensure institution-wide integration into academic or vocational programs;
identifies the scope (i.e., depth and complexity) of competencies to be acquired on a disciplinary level as well as at the course level;
sequences and integrates competencies throughout a student’s academic career, progressing in sophistication; and
specifies programs and courses charged with implementation.
http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm
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IL StandardsStandard OneThe information literate student determines the nature and extent of the information
Performance Indicator 2. The information literate student identifies a variety of types and formats of potential sources
for information.
Outcomes include Knows how information is formally and informally produced, organized, and disseminated Recognizes that knowledge can be organized into disciplines that influence the way
information is accessed
Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book)
Differentiates between primary and secondary sources, recognizing how their use and importance vary with each discipline
Realizes that information may need to be constructed with raw data from primary sources
"Information Literacy Competency Standards for Higher Education." American Library Association. 2006.http://www.ala.org/acrl/ilcomstan.html (Accessed 15 May, 2007)
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Let’s play with the standards
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IL StandardsStandard OneThe information literate student determines the nature and extent of the information
Performance Indicator 2. The information literate student _________ a variety of types and formats of potential
sources for information.
Outcomes include ________ information is formally and informally produced, organized, and disseminated _________ knowledge can be organized into disciplines that influence the way
information is accessed
__________the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book)
__________between primary and secondary sources, recognizing how their use and importance vary with each discipline
__________ that information may need to be constructed with raw data from primary sources
"Information Literacy Competency Standards for Higher Education." American Library Association. 2006.http://www.ala.org/acrl/ilcomstan.html (Accessed 15 May, 2007)
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Student Engagement:IL depth & complexity
research-based learning problem-based learning inquiry-based learning case-based learning discovery learning
knowledge building
Scardamalia, M., & Bereiter, C. (2003).
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Research Question (inquiry-based)
How have myths changed over time?
2.Humanities
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Assignment:Myth over Time
Outcomes Explore the dynamism of myth by comparing
and contrasting a selection of ancient and modern primary sources of a myth (at least one literary, one material)
Identify the most significant changes from ancient to modern source and discuss those changes in light of the context in which each source was created
Interpret those changes in terms of how they affect the meaning of the myth and how they came about in the first place
Humanities 1.
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Humanities
•Students begin by finding primary sources--art works, music, scripts, opera and background information on artists
3.
Outcomes•compare and contrast a selectionof primary sources (art)
Google has images, but no provenance information
Camio has images, plus provenanceand usage rights information
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Humanities
Students build on the learning acquired by finding background information on a time period/place
4.
Outcomes•identify the most significant changes...in light of the context in which each source was created.
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Humanities
Students place a myth in the cultural context in which it’s being used or re-told
5.
Outcomes•identify the most significant changes...in light of the context in which each source was created.
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Students listen to a symphony to identify the dynamism of the myth and interpret its significance
Humanities 6.
Outcomes•compare and contrast a selection of primary sources (music)
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ALA/ACRL Characteristics of Programs of Information Literacy that Illustrate Best Practices
Category 10: Assessment/Evaluation
Assessment/evaluation of information literacy includes program performance and student outcomes and:
for program evaluation:
establishes the process of ongoing planning/improvement of the program;
measures directly progress toward meeting the goals and objectives of the program;
integrates with course and curriculum assessment as well as institutional evaluations and regional/professional accreditation initiatives; and
assumes multiple methods and purposes for assessment/evaluation-- formative and summative-- short term and longitudinal;
http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm
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ALA/ACRL Characteristics of Programs of Information Literacy that Illustrate Best Practices
Category 10: Assessment/Evaluation (cont’d)
Assessment/evaluation of information literacy includes program performance and student outcomes and:
for student outcomes:
acknowledges differences in learning and teaching styles by using a variety of appropriate outcome measures, such as portfolio assessment, oral defense, quizzes, essays, direct observation, anecdotal, peer and self review, and experience;
focuses on student performance, knowledge acquisition, and attitude appraisal;
assesses both process and product;
includes student-, peer-, and self-evaluation;
http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm
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Assessment
Assessment is the process of gathering and discussing information for multiple and diverse purposes in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
Mary E. Huba and Jann E. Freed. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Allyn & Bacon, 2000.
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Evaluation
Evaluation is “any effort to use assessment evidence to improve institutional,
departmental, divisional, or institutional effectiveness”
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Program Evaluation Components An Assessment/Evaluation Program Plan
What are we assessing? What are our IL instruction goals? What are the measurable outcomes? How will we measure at the course/curricular
level? Who are our campus partners? How can we tie into institutional efforts? What data do we need to collect?
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Program Evaluation: Snapshot of Course Penetration
100/200 level course penetration Where
Core courses, instructor status What
Standards 1-5 How
Concept-based or tool-based
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Instruction Database
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Instruction Statistics
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Stats tell a story
Redundancy Gaps Planning
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Stats identify approaches
Fig. 5 Number of unique instruction sessions given by type
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Class snapshot
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Class Snapshot, contd
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Interpreting Statistics
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Assessment of Student Outcomes
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Direct Assessment
Definition Direct evidence of
student performance collected from students
Actual samples of student work
Assess student performance by look at their work products
Examples Assignments Research papers Portfolios Dissertations/theses Oral presentations Websites Posters/videos Instructor-designed
exams or quizzes
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Indirect Assessment
Definition Provides perspectives
and perceptions about what has been learned
Faculty must infer students’ skills, knowledge, and abilities rather than observing from direct evidence
Examples: Exit interviews Surveys: student
satisfaction, Course instruction
Focus groups Self-reported reflections Research journals or
diaries Student ratings of skills Graduation Rates Job Placement Rates
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Formative Assessment
Ongoing measure of student learning Provides feedback to student and instructor
on learning process Takes place during the learning process Examples:
Classroom assessment techniques, targeted questions, in-class exercises, research journals/diaries, concept maps
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Summative Assessment
Information gathered at the end of instruction Used to evaluate the efficacy of the learning
activity Answers the question of whether learners
learned what you had hoped they would Typically quantitative:
Examples: test scores, letter grades, graduation rates
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Formative vs. Summative
“When the cook tastes the soup, that’s formative; when the guests taste the soup,
that’s summative.” - Robert Stakes
http://library.cpmc.columbia.edu/cere/web/ACGME/doc/formative_summative.pdf
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Classroom Assessment
Provides continuous flow of accurate information on student learning
Learner-centered Teacher Directed Mutually Beneficial Formative Context-specific Ongoing Rooted in Good teaching practice
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Classroom Techniques-Examples 1-minute paper Muddiest Point 1-sentence Summary 3-2-1
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CATS – Web Form Example
http://www2.library.ucla.edu/libraries/college/11306.cfmOne Minute Paper form Quarter Class Instructor Librarian Your name Your phone number
Your email address
1. What is the most significant or meaningful thing you have learned during the session? (Feel free to add more items)
2. What question(s) remain uppermost in your mind?
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Example: Indiana University Bloomington Libraries http://www.indiana.edu/~libinstr/Information_Literacy/assessment.htmlBasic Goal 1. Appreciates the richness and complexity of the information environment. Objective 1.1. You will be able to describe the wide array of information sources available and
discuss their appropriateness for a given information problem. Possible Measurement Techniques: Essay examination Oral report Practicum in the library** Written evaluation assignment
Basic Goal 4. Design and use a search strategy tailored to a specific information need. Objective 4.1. You will be able to describe and execute an appropriate search strategy in a
given information source or in multiple information sources. Possible Measurement Techniques: Annotated bibliography with search strategy discussion included Collaborative learning exercise in class Practical exercise Practicum examination** Research journal Research paper proposal Research portfolio Research worksheet**
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Diagnostic Assessment
Assesses knowledge and skills of students before instruction is designed
Determines where student is in terms of learning – identifying gaps in student learning
Can provide a baseline for student achievement in a subject area
Examples: standardized tests, review of students’ prior work, pre-tests/instructor-developed tests.
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Assessment in Practice:
iSkills, SAILS, iLit, ILT, ICDL
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Assessment Tools: Evaluation Considerations Audience Test Development – Reliability and Validity Costs: Development and Administration Test Type: performance-based? Multiple-
choice? Delivery mechanism – web? Print?
Simulations? Content/Standards Scoring and Reporting Features
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SAILS – Standardized Assessment of Information Literacy Skills Librarians at Kent State University, 2000 Test of information literacy skills Web-based test Multiple choice questions 142 whole items in American English Students answer 40 items + 5 pilot Based on 4 or 5 ACRL Standards (not 4)
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iSkills Assessment (Formerly ICT Literacy Assessment) ETS staff with CSU and 7 core institutions Assesses Information and Communication
Technology (ICT) Literacy Web-based, performance-based, scenario-based
test Core and Advanced Versions; 75 minutes 15 Tasks – 14 short (1-3 min) and 1 long (15 min) Test tasks aligned with and informed by ACRL
Standards, ISTE NETS standards
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Information Literacy Test (ILT) James Madison University’s Center for Assessment
and Research Studies and the Library Designed to assess the ACRL standards (not 4) Web-based Multiple Choice test 60 operational items and 5 pilot Password-protected-Secure administration Reliability: 0.88 Cost - ??
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iLIT
Developed by CA. Community College librarians, CSU Subject Matter experts, Test Development experts, Psychometricians
Web-based Multiple choice questions Aligned to ACRL standards “Affordable” High-Stakes, proctored
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Your Institution’s Needs
The Characteristics in Practice