Designing Information

Literacy Learning

Experiences

&

Classroom Assessment

Workshop for University of New Hampshire librarians

July 9, 2013

Elizabeth Dolinger, Assistant Professor, Information Literacy

Librarian.

Mason Library, Keene State College

edolinger@keene.edu (603)358-2749.

• Information literacy: Where are we coming

from?

• Learning theories overview

This morning (10:00-10:50)

After Break (11:00-12:00)

• Backwards Design/ Understanding by Design: Gilchrist model

• Small groups design activities, start lesson

plan using cycle worksheet

Where we are coming from...

Libraries are too

complex with

too many tools

for too many

purposes.

Bibliographic

Instruction

Where we are coming from...

From

research

tools to

information

concepts.

http://senseandreference.files.word

press.com/2011/03/ataxonomyoflit

eracies.jpg

Reflection Card

Take a moment to reflect on your

experience as a learner.

Come up with a positive and a negative

example of a classroom experience.

• what is it?

• what did you learn?

• why is it memorable?

Learning Theories Overview

• Behaviorism

• Cognitivism

• Constructivism

Behaviorism (Pavlov's dogs)

Cognitivism

Constructivism

Zone of Proximal Development

& Vygotsky

internalization of knowledge/ how we "know"

something

• scaffolding

• zone of proximal development

What

student

can do

What

student

can not

yet do.

What

student

can do with

help.

ZPD

Kuhlthau's

Information Search Process

Information

Search

Process

Note Check & Break until 11:00

Turn to a partner and discuss a few of your

take-away's so far.

• Compare notes on what was covered, and

summarize the most important parts.

• Clarify any sticking points or questions for

each other.

Backwards Design:

Understanding by Design

Identify desired

results of

learning:

Enduring

Understanding Determine

acceptable

evidence:

Assessment

Plan learning

experiences Wiggins and McTight

(1998) Understanding by

Design

Backwards Design-- Gilchrist Style

What do you want the student to be

able to do?

Students critically evaluate information sources to identify the

appropriate use of information (evaluative criteria should be

appropriate for the project).

Program/course level outcome:

Students will be able to

differentiate between

academic and non-academic

sources

Possible session level outcomes:

Students will be able to

distinguish primary from

secondary sources using a set

of criteria

What do you want the student to be

able to do?

Students develop appropriate methods and effective strategies to

search for and access information.

Program/course level outcome:

Students apply concepts, key

words and synonyms as

search terms to locate

appropriate information.

Possible session level outcomes:

Students will identify elements

of a citation in order to search

for the information source

What does the student need to

know?

Content:

• what "keywords" are

• how to identify/find keywords

• how to structure a search in a database

using keywords and phrases (use AND/OR)

What is the Learning Activity?

Pedagogy

• lecture

• group work

• problem-

based

• active learning

• hands-on

• demonstration

• etc.

How will you teach?

Putting it in context...

You are working with a sophomore level

anthropology class. The faculty member

has asked you to show students the

database JStor.

• What are questions we could ask the faculty

member?

• What is one outcome we could work on?

• What is an in class activity we could use to

work with this class?

Putting it in context:

Brainstorm tickets

On front side of ticket:

What is one outcome to work on?

On back side of ticket:

What is an in class activity that could be used

to work with this class?

Before lunch... starting the Cycle

• Small groups of 2 or 3

• Agree on one outcome (write/use your own

or select from the list)

• Think of 2 different activities that could be

done in class (one activity per lesson plan

cycle)

• start to fill in your assessment circle poster

(parts 1-3)

Afternoon...

• Assessment

• Classroom assessment techniqueso performance assessments

• Criteria

Evaluation v. Assessment

Educational

Assessment:

Intentional gathering

of evidence in order

to judge the quality

of achievement

based on pre-

determined learning

outcomes and

improve learning

Evaluation:

reflective tool

that gauges

impression of

an experience

Why assess student

learning?

"the quality of student learning is directly,

although not exclusively, related to the quality

of teaching. Therefore one of the most

promising ways to improve learning is to

improve teaching." Angelo & Cross

comes from Latin 'ad sedere', which means to sit down

beside

Helps us to know what we are doing, why we

are doing it, what students are learning as a

result, and to make changes based on that

information. -Deb Gilchrist

"Assessment"

Summative

• part of the instructional

process

• helps determine next

steps

• student participates in

the assessment process

and learns from it

FormativeV.

How will you use

what you learn about

the student learning?

• designed to be

comprehensive

• most often occurs

at the end of the

learning/at the end

of an instructional

phase

• used to judge

mastery

Self Report

• Asks students to estimate their learning

• Can be used as a benchmark at start or end of class

• Can be used to get at outcomes that are challenging to

assess/that are subjective

Examples:

• Minute paper

• Muddiest Point

• Interview

• Focus group

• Journal/log

Tests/ Quizzes

• Often multiple choice

• Strive for objectivity

• Grounded in traditional behaviorist theory

Classroom Assessment

Techniques

• in context of learning

• formative

• elicit student feedback about

their learning: "feedback loop"

• usually quick

A Few Examples:

• one minute paper

• muddiest points

• performance assessments

How will the student demonstrate

learning?

Classroom Assessment

Performance

AssessmentTask/ Assignment:

Student will write a paragraph

stating the best search structure

and key words used, why it was the

best, and two places to look for key

words.

Re-group & Share

• If needed, re-work Learning Activity

• Work on: Assessment: How will the

students demonstrate the learning?

• Write what the learning activity is at the top

of the large sheet & hang up on wall.

How can the activity be altered so

students demonstrate learning and

provide assessment opportunity?

How can you improve the activity so

students show their learning/ability?

Gallery Walk: Add & Map

2:00?

10 minute break...

How do I know the student

has done well? What does good

performance look like? Acceptable?

Poor?

Criteria

Decide to create something with this fabric.

• What are you going to make?

• Which fabric will you use?

• Why this fabric?

• How did you decide?

M. Oakleaf, Assessment Immersion 2012 exercise (used with permission)

Continue cycle...

•

• re-group with partner

• continue lesson plan design cycle

Share!

Outcome:

Apply backwards design to develop lesson plans for information

literacy that employ active learning methods and provide

opportunity for assessment

Content:

Overview of Learning Theories

Intro to backwards design

Intro to CATs/Performance Assessments

Learning Activities:

Lecture, Modeling, Reflection, Discussion, Brainstorm, Group work

Assessments:

Lesson plan cycle

Brainstorm Ticket

Today's workshop

Gallery walk

Four minute ticket

Thank you!

On front of card:

• Summarize the main points of the workshop and provide 3-

50 takeaways. These can be challenges you are

concerned about or points that were particularly insightful

in consideration of your practice.

On back of card:

• On a scale of 1-5(very) how likely are you to incorporate

some of these strategies as you plan lessons next year?

• What activities were particularly helpful?

• How could this workshop be improved for others?

4 minute ticket:

Elizabeth Dolinger

edolinger@keene.edu

Assessment Resources

http://kscinfolit.wordpress.com/

http://railsontrack.info/

http://www.waypointoutcomes.com/

Look for articles by Megan Oakleaf, Deb

Gilchrist, Lisa Hinchliffe, Craig Gibson

Suggested Resources

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college

teachers. San Francisco: Jossey-Bass Publishers.

Doyle, C. S. (1993). The Delphi method as a qualitative assessment tool for development of

outcome measures for information literacy. School Library Media Annual, 11, 132-144.

Gibson, C. (2008). History of information literacy. In C. N. Cox & E. Blakesley Lindsay (Eds.),

Information literacy instruction handbook (pp. 10-25). Chicago, IL: Association of College

and Research Libraries.

Holder, S. (2010). History and evolution of credit IL courses in higher education. In C. V.

Hollister (Ed.), Best practices for credit-bearing informtion literacy courses (pp. 1-9).

Chicago, IL: Association of College and Research Libraries.

Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services.

Westport, Conn: Libraries Unlimited.

Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition. Alexandria:

ASCD.

Images Tools

By Tony Hall. May 26, 2009. http://www.flickr.com/photos/anotherphotograph/3571242832/

Compass

By Jeremy Beker. February 8, 2007. http://www.flickr.com/photos/confusticate/385786155/

Information Literacy Umbrella

By Dana Longley. March 29, 2010. http://www.flickr.com/photos/danahlongley/4472897115/

A Taxonomy of Literacies. By Lane WIlkinson. March 30, 2011. http://senseandreference.wordpress.com/2011/03/30/literacy-

sucks/

Dog getting clicker training. By Ellen Levy FInch. September 17, 2004.

http://commons.wikimedia.org/wiki/File:Dog_clicker_training.jpg

The image of Welsh conductor Grant Llewellyn

By Ncsymphony. September 18, 2007. http://commons.wikimedia.org/wiki/File:Grant_Llewellyn.jpg

Milk pitcher with lid

By Pitcherman. October 14, 2008. http://en.m.wikipedia.org/wiki/File:Milk_Pitcher_With_Lid.jpg

Filing Cabinet. By 401 (K) 2012. May 19, 2012. http://www.flickr.com/photos/68751915@N05/7249752654/

Digital glass blower. By Village 9991. June 8, 2009. http://www.flickr.com/photos/village9991/2901378820/

Human brain. From Gutenburg Encyclopedia. June 5, 2007. https://en.m.wikipedia.org/wiki/File:Cerebral_lobes.png

Rainbow Cake. By Time Ebbs. December 1, 2012. http://www.flickr.com/photos/ebbsphotography/8235949798/

Tie dye cake batter. By Selena N.B.H. September 2, 2011. http://www.flickr.com/photos/moonlightbulb/6113826338/

Social Media Marketing. By Paola peralta. September 25, 2005.

http://commons.wikimedia.org/wiki/File:Social_Media_Marketing.jpg

All images are

Creative Commons

eligible to share.