Writing Learning
Outcomes for Information
Literacy Instruction
Presented by
Halyna Kornuta
October 25, 2006
Our Session Outcomes
In today’s session, we will:



Begin with the end in mind: Learning
Outcomes
Set Criteria for success / accomplishment
Design the Learning Experience
2
Creating S.M.A.R.T.
Learning Outcomes
Specific
“Get in shape”
 What?  How?
Measurable
How will I know when the goal is
accomplished?
Achievable
Few
Plan
Realistic
Easy to reach
 Time
 Plan
 Commitment
Timely
List
Build steps
Target date with checkpoints
3
Writing Learning Outcomes
Students will understand the nine reasons
for building good relationships.
Students will list nine reasons for building
good relationships.
4
Writing Learning Outcomes
Participants will develop an appreciation of
cultural diversity in the workplace.
Participants will summarize in writing their
feelings about cultural diversity in the
workplace.
5
Learning Outcomes
1. What do you want the student to be
able to know and do?
2. What criteria will indicate success?
3. How will you design the learning
experience?
6
1. What do you want the student
to be able to do?
Learning Outcome
Student will write a paragraph that
describes the scope of the book they
used, how it is organized and why it
was a good choice for their topic
7
1. What do you want the student
to be able to a know and do?
Learning Outcome
Students will write a paragraph that
describes the scope of the book used
and state four reasons why the book
was a good choice for their topic.
8
2. How will I know the student
has done well?
Criteria




Books cited are reference books
Description of the book includes at least 3 factors
that describe the scope of the work
Organizational pattern for the book is accurately
stated
Student states a minimum of 4 reasons why the book
was a good choice for their topic. One may be
opinion and 3 must be from the evaluative criteria list
developed in class (or justified to be included in a list
such as the one developed
9
2. How will I know the student
has done well?
Setting Criteria
The student will:
 Write a paragraph
 Describe the scope of the book including at least 3
factors
 Cite books that are reference books
 State a minimum of 4 reasons why the book was a
good choice: One opinion and 3 from the
evaluative criteria list developed in class
10
3. How will the student
demonstrate learning?
Designing the Learning Experience
Assessment
Instructional
Techniques
Strategies
and Methods
11
1. What do you want the student
to be able to know and do?
Learning Outcome
The information literate student
accesses needed information
effectively and efficiently.
12
1. What do you want the student
to be able to know and do?
Learning Outcome
The information literate student accesses
needed information effectively and efficiently
by developing a research plan appropriate to
the investigative method.
13
2. How will I know the student
has done well?
Setting Criteria
The student will:
 ‘
14
3. How will the student
demonstrate learning?
Designing the Learning Experience
Assessment
Instructional
Techniques
Strategies
15
Creating S.M.A.R.T. Learning
Outcomes
Specific

Measurable
Connect your goal to the big
picture

Achievable
Write your goal in detail – it
becomes your map to success 

Remember the Phenomenon of
Measurement:
What is measured gets noticed
What is noticed gets acted on
What is acted on gets improved.
Realistic
Timely
Dee W. Hook
16
Our Session Outcomes
In today’s session, we:



Began with the end in mind: Learning
Outcomes
Set Criteria for success / accomplishment
Designed the Learning Experience
17
Writing Learning
Outcomes for Information
Literacy Instruction
Written and produced by
Halyna Kornuta
October 25, 2006