Strike while
the iron is
hot!
Bringing
Information
Literacy into
Campus
Assessment
Efforts
(some rights reserved Scott Adams)
Jeanne Davidson & Anne-Marie Deitering: WILU35: 11 May 2006
A few small tasks…
Who’s watching?
How we started
Campus partners
Results & next steps
What we learned
Accreditation is the means
of self-regulation and peer
review adopted by the
educational community.
The accrediting process is
intended to strengthen
and sustain the quality
and integrity of higher
education, making it
worthy of public
confidence and minimizing
the scope of external
control.
--
MSCHE, Characteristics of
Excellence in Higher Education
how do
you show
you’re
doing a
good
job?
(some rights reserved Scott Adams)
some rights reserved (Distinguish)
Degree Program Proposal Checklist
(Alberta Advanced Education, November 2005)
NWCCU Standard Four: Faculty
Required documentation for Standard 4,
Adopted 1992, revised 2001
some rights reserved (Fez)
Accountability
Asking
the
right
questions
what
questions
should
we be
asking?
(some rights reserved Scott Adams)
Shifting focus
From
To
inputs &
outputs
outcomes
new
program
reviews
iterative,
ongoing
assessment
teaching
learning
Peggy Maki, Assessing for Learning
Q
U
A
L
I
T
Y
Looking at user
communities from the
perspective of the library.
Looking at the library
from the “customer’s”
perspective.
The library in the life
of the institution.
When the pressure to assess is on:
Aligning with
campus goals
Defining what
you bring to
the table
(some rights reserved Scott Adams)
Striking while the iron is hot.
About OSU
19,000 Undergraduate thru Ph.D.
Land grant, publicly funded
7 Colleges
Common baccalaureate core
Library instruction program
ACRL Standards –first try
ACRL/ILCS
were difficult
to use.
Our program
was reactive &
inefficient.
Process itself
proved useful.
Meanwhile…
Research as a Conversation
eavesdropping
entering
engaging
The information literate student
determines the nature and extent of
the information needed.
The information literate student
accesses needed information
effectively and efficiently
The information literate student
evaluates information and its sources
critically and incorporates selected
information into his or her
knowledge base and value system.
The information literate student,
individually or as a member of a
group, uses information effectively to
accomplish a specific purpose.
The information literate student
understands many of the economic,
legal, and social issues surrounding
the use of information and accesses
and uses information ethically and
legally.
Successful learners…
Recognize the need
for information
Find information
efficiently
Learn from
information gathered
Use information
effectively
Are you using
information literacy
competencies or
standards?
Some rights reserved (Be_Still)
are you using
information literacy
competencies
or
standards
?
(some rights reserved Scott Adams)
Campus Conversations
Shared goals
Shared
challenges
Diversity
Expertise
Connections
Conversations with faculty
6-9 per group
Designate a notetaker & facilitator
Script your
questions
Spend your time
on key questions
Listen!
First draft
Redraft
Identify the parts of a
citation that will lead
them to a source of
information, regardless
of format
Interpret a citation or
reference to a particular
book, article or other
piece of information and
use that reference to find
the cited source.
Understand the
economic and legal
place of information in
a capitalist society and
can weigh the costs and
benefits of retrieving
different pieces of
information.
Analyze the costs and
benefits of retrieving
particular information
sources, recognizing that
there may be economic,
social, political or legal
restrictions to consider.
Results
Librarians starting new conversations.
Faculty extending the conversation.
Stronger library-wide commitment to
student success goals.
Librarians’ expertise recognized.
Faculty incorporating IL more broadly.
Next steps
next steps
Some rights reserved (Malingering)
Mapping outcomes to competencies
Mapping to the curriculum
Some rights reserved (Mr. Wind-up Bird)
Curriculum
survey
“How
can I
teach
this right
now?”
Learning
Objects
Classroom
Assessment
Techniques
Faculty
workshops
Next next steps
CATs
competency
quizzes
assessments
rubrics
assignments
outcome
teaching tools
lesson plans
tutorials
learning
objects
(Tracking use & placement in the curriculum)
What we learned
√
Strike while the iron is hot.
√
Bring something to the table.
√
Food brings people together.
√
Tell others how they can help you.
√
People need to see themselves
in what you’re doing.
http://hdl.handle.net/1957/1816
WILU35: Charting a course for instruction
11 May 2006