Gateway to Information Literacy: Bridging the
G for
Gap
f Provisionally
P i i
ll Ad
Admitted
itt d St
Students
d t
Mary Jo Lyons, Coordinator, Information Literacy
&
Gretchen Trkay, Instruction & Information Literacy Librarian
Information Literacy Program Area
 Information Literacy has three roles:
 To p
present a ppoint of first contact from the Libraryy to the K-12 community,
y,
undergraduates, and undergraduate instructors.
 To provide the campus with access to, assistance with, and instruction for numeric
andd spatial
ti l resources.
 To educate consumers of information through library instruction and student
interaction.
 Our expertise is in using best practices in teaching and learning; instructional
technology; and numeric and spatial resources to develop critical thinking skills.
 Our passion is excellence in library instruction and innovative outreach to the campus
and community.
Assessment in Libraries
 Money, Numbers and Process, Oh My!
 Changes in Accrediting Agencies
 Shift from Quantity to Quality
 LibQUAL+
 Learning Outcomes
 UEP
 Process vs. Student Learning
Gateway Advantage
 The Program
 The Course
 Learning
L
i Outcomes
O t
 Self Change Project
A Rose By Any Other Name…
Information Literacy
Computer literacy
INFORMATION
FLUENCY
Life-Long Learning
Critical
Thinking
Information
C
Competencies
t
i
Information Proficiencies
Shared Domains
You do
d needd to come together
h andd identify
id if the
h
particular things you want to do. It's the efforts
off everybody
b d that
h are going
i to make
k this
hi work.
k
Ray Gindroz
Librarians as Teachers: An Education
Sproles, C., Johnson, A. M., & Farison, L. (2008). What teachers are teaching: How MLIS programs are preparing academic librarians for
instructional roles. Journal of Education for Library and Information Science, 49(3), 195-209.
Ladies and gentlemen:
The story you are about to
hear is true.
true
The names have NOT been
changed
h
d to
t protect
t t the
th
guilty.
My First Phone Call
 Read a call number
 Locate items in online catalog
 Find/understand journal citations
 Understand the research process
 Evaluate information (websites,
articles, books, etc.)
 Know it’s ok to ask for help- & where
to ask
Early Assessment Results
2004
Assessment: Letters to Future Gateway
St d t
Students
Assessment Goals:
Did students find the librarian helpful
What instruction content did they find most useful
What instruction content did they find least useful
Assessment: Letters to Future Gateway
St d t
Students
What we learned:
Most liked us
“Gretchen Trkay does a marvelous job of
showing how to refine searches for text in the
libraries’ database. The demonstration she gives
is very concise w/ the lesson. Plus you get to eat
some candy afterwards. There weren’t many
nonuseful items discussed in the classes.”
Assessment: Letters to Future Gateway
St d t
Students
What we learned:
A few didn’t
“The librarian went fast and had us do pointless
tasks that were “supposed” to be helpful. Just
read out of the book or online about plagiarism or
APA formatting. Librarian didn’t explain well.”
Librarians as Teachers: An Epiphany
Institute for Information Literacy
y Immersion Program
g
Development of student learning outcomes
Student-centered learning activities
Assessment of student learning
The 5 Questions
1 Outcomes
1.
2. Information Literacy Curriculum
3. Pedagogy
4 Assessment
4.
5. Criteria for Evaluation
Gilchrist, D. & Zald, A. (2008). Instruction and program design through assessment. Information Literacy Instruction Handbook.
This…..
1. Address issues of library anxiety for entering undergraduate students
2. Introduction to the physical layout of UTA’s Central Library
3. Introduction to UTA Libraries online presence
4. Understand how to determine which library resources are useful for finding which
5.
6.
7.
8.
9.
10.
11.
12.
13.
types of information (format and subject matter)
Select a research topic
Narrow research topic
Brainstorm keywords related to narrowed research topic
Introduction to Boolean operators
Connecting keywords to create search strategy
Understand differences between scholarly and popular sources
Understand how to evaluate resources using S.T.A.R.T. (scope, treatment,
authority, relevance, and timeliness)
I
Introduction
d i to APA citation
i i style
l
Proficiency searching library resources for appropriate research
Became this….
Students will:
 Explain a specific research interest in order to identify information
needed.
 Recognize
R
i databases
d t b
contain
t i materials
t i l in
i different
diff
t formats
f
t andd about
b t
different subjects in order to select research tools which index topical
materials.
 Formulate a search strategy in order to retrieve needed information.
 Critically evaluate selected information sources in order to identify
materials
t i l that
th t meett assignment
i
t requirements.
i
t
 Arrange citation elements in order to accurately cite resources using
APA style.
Library Instruction 2006: Assessment
Student Research Journal
WebCT
Student posts
Librarian response
Student response to librarians
Self-Change Project Reference List
Rubric
Library Instruction 2006: Assessment Data
EDUC 1302 Assessment 2006
3
Average Ru
ubric Score
2.5
2
15
1.5
1
0.5
0
SLO #1
SLO #2
SLO #3
Student Learning Outcome
SLO #4
Library Instruction 2006: Assessment Data
% Successful 2006
100.00%
90.00%
80.00%
70.00%
60.00%
50 00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
SLO #1
SLO #2
SLO #3
Student Learning Outcome
SLO #4
Library Instruction 2006: Where We Went
Wrong
Citation puzzle activity was a DISASTER
Student Research Journals
Many students did not complete the journal
Students perceived the journal as busywork
Library Instruction 2007: What We
Ch
Changed
d
Citation Puzzle activity
y was replaced
p
by
y Citation Race activity
y
Student groups compete against one another to properly cite sources
in Microsoft Word
Group annotated bibliographies replaced the student research
journal
Reinforce proper APA citation
Allow in-person feedback from librarians about selected sources prior
to use in self-change project
Encourage
E
in-person
i
consultation
lt ti with
ith librarians
lib i
Library Instruction 2007: Assessment Data
EDUC 1302 Assessment 2006 v. 2007
3
Average Ru
ubric Score
2.5
2
15
1.5
2006 Data
2007 Data
1
0.5
0
SLO #1
SLO #2
SLO #3
Student Learning Outcome
SLO #4
Library Instruction 2007: Assessment Data
% Successful 2006 v. 2007
100.00%
90.00%
80.00%
70.00%
60.00%
50 00%
50.00%
2006
2007
40.00%
30.00%
20.00%
10.00%
0.00%
SLO #1
SLO #2
SLO #3
Student Learning Outcomes
SLO #4
Library Instruction 2008: Assessment Data
Assessing EDUC 1302 Student Learning
Fall 2008
(Annotated Bibliography Only)
4
3.75
3.5
3.5
3
2.75
Rubric Scorre
2.5
2.5
2 25
2.25
2 25
2.25
APA Style
y
Source Summary
2
Scholarly/Popular
Relevance
Weaknesses
1.5
Additional Info Needed
1
0.5
0
Learning Outcome
Library Instruction 2008: Assessment Data
% Successful 2008
(Annotated Bibliography Only)
Percentage of Students who
P
o Earned a 3 or Better
100%
88%
90%
81%
80%
70%
60%
APA Style
60%
S
Source
S
Summary
50%
47%
Scholarly/Popular
Relevance
41%
40%
Weaknesses
31%
30%
20%
10%
0%
Learning Outcome
Additional Info Needed
Transitions: First Year Seminar
Transition from in-person
p
instruction to online
Development of instruction portal
Materials
M t i l to
t supportt student
t d t research
h
Research guides
Tutorials
Online chat
Materials to support instructors teaching
Lesson plans
Assignments
Consultation
Assessments
New Iterations: First Year English
ENGL 1301 and ENGL 1302
Focus on rhetoric, critical thinking, and argumentation
Multiple
M lti l Instruction
I t ti Sessions
S i
Research
Citation
Academic Integrity
Evaluating sources
Special topics
Currently assessing Academic Integrity sessions
Fall 2010
Questions for You!
1. How do you determine what to teach in a class?
2. How do you determine whether or not students have learned
what the need to ?
3. How can you apply the 5 Questions to what you teach?
Q
Questions
ti
for
f Us?
U ?
EDUC 1302 Research Evaluation Rubric
Learning Outcome
3
Uses at least 2 library
databases, of which one is a
subject database, to find
Students will
scholarly articles about
differentiate between
the content indexed in a education and/or
psychology.
library catalog, a
library database, and
the free web in order to Uses the free web or a
general database (including
select research tools
the library catalog) to
which will retrieve
materials that meet the access popular information
sources.
assignment
requirements.
Recognizes subject
databases are tools for
finding scholarly materials
and that the free web and
general databases will lead
to popular sources of
information.
Clearly articulates topic.
Learning Outcome #2
Learning Outcome #1
Students will construct
basic search strategies
in order to retrieve
accurate and relevant
materials about their
Self-Change Project
topic.
List at least 2 synonyms for
each aspect of their topic.
Recognizes subject
databases are tools for
finding scholarly materials
and that the free web and
general databases will lead
to popular sources of
information.
Articulates at least three
different search strategies
(keyword, database, limits,
etc.) and indicates whether
or not the search retrieved
appropriate materials and
why or why not.
2
Uses general databases
and the free web
exclusively in order to
find both scholarly and
popular sources of
information.
Recognizes that library
databases are more likely
to index scholarly
information sources and
the free web will lead to
popular sources of
information.
Student only identifies the
behavior they wish to
change and their
demographic.
Lists one synonym for
each aspect of their topic.
Recognizes that library
databases are more likely
to index scholarly
information sources and
the free web will lead to
popular sources of
information.
Articulates two different
search strategies
(keyword, database,
limits, etc.) and indicates
whether or not the search
retrieved appropriate
materials.
1
Uses the free web only
to find resources.
Does not differentiate
between the types of
information sources
found in library
databases and on the free
web.
Does not articulate any
aspect of the topic.
Lists no synonyms for
each aspect of their
topic.
Does not differentiate
between the types of
information sources
found in library
databases and on the free
web.
Does not record search
strategy or evaluate the
success of the search.
Learning Outcomes
Learning Outcome #3
Students will critically
evaluate information
sources in order to
select those that meet
assignment
requirements.
3
Selects at least 2 scholarly
articles about college
students and their selfchange project topic that
has been published in the
last ten years.
Selects at least 1 popular
information source that is
about college students and
their self-change project
topic and was published in
a major publication, a .gov
site, or by a
college/university
counseling or student
success office in the last ten
years.
Recognizes the information
sources
strengths/weaknesses
including methodology,
conclusions, and reliability.
Learning Outcome #4
Identifies how the source
applies to their self-change
project and what
information they still need
to find.
All citations are in proper
APA format with no errors.
2
Selects at least 2 scholarly
articles about students
(populations other than
college students) and their
self-change project topic
that has been published in
the last fifteen years.
1
Selected materials that
were not scholarly.
Information gathered
lacks relevance,
currency, and authority.
Selects at least 1 popular
information source that is
about students
(populations other than
college students) and was
published in a major
publication, a .gov site, or
by a college/university
counseling or student
success office in the last
ten years.
Recognizes the
information sources
general strengths and
weaknesses.
Identifies how the source
applies to their selfchange project.
Makes 1 – 3 APA format
errors per citation.
Students will identify,
locate and arrange
necessary publication
information in order to
accurately cite sources
using APA style.
Purple criterion assessed with both reference list and homework.
Green criterion assessed with homework assignment only.
Black criterion assessed with reference list only.
Red criterion assessed with annotated bibliography only.
Makes 4+ APA format
errors per citation.
Grading the Annotated Bibliography
Each student will be expected to include 3 sources and annotations (2 scholarly sources, 1 popular source) in their annotated bibliography. Members
of the same group CANNOT contribute the same source as another group member. Each student can earn 50 points for completion of the
bibliography and search strategy homework, with the potential of 5 extra-credit points if they consult with a librarian prior to turning in the
annotated bibliography.
Points will be allotted as follows:
Element of Assignment
Completion of Search Strategy Homework
Source citation in APA style
Source summary
Identification as scholarly/popular with reasoning
Source relevance
Source weaknesses
Additional information needed
Proper assignment formatting
Extra Credit for meeting with librarian
Element of Assignment
APA style citation
Source summary
Points allotted
5
10
5
5
10
5
5
5
5
3
Correctly identifies the
source format (book, journal
article, web site, etc.)
2
Correctly identifies the
source format (book, journal
article, web site, etc.)
Cites the source using APA
style with three or fewer
errors.
Cites the source using APA
style with 4 – 6 errors.
10 pts
Concisely summarizes (1 –
2 sentences) the source’s
purpose/main idea.
8 pts
Summarizes the sources
purpose/main idea, but does
not do so concisely.
5 pts
4 pts
1
Correctly identifies the
source format (book,
journal article, web site,
etc.)
0
Does not cite source or
the citation is completely
incomprehensible.
Attempts to cite the source
using a format that
somewhat resembles APA
style.
5 pts
Summary doesn’t
represent the source’s
purpose/main idea.
2 pts
0 pts
Does not include a source
summary.
0 pts
Correctly identifies whether
the source is scholarly or
popular.
Correctly identifies whether
the source is scholarly or
popular.
Justifies classification with
three or more reasons for
decision.
Justifies classification with
one or two reasons for
decision.
5 pts
Indicates how the source is
relevant to self-change
project.
4 pts
Indicates how the source is
relevant to self-change
project.
Indicates in which section of
self-change project the
source will be used and why
the source will be used in
this way.
Indicates in which section of
the self-change project the
source will be used.
Source weaknesses
10 pts
Indicates at least two
relevant weaknesses.
Additional information
needed
5 pts
Indicates at least one
additional piece of relevant,
necessary information.
Scholarly or popular
source
Source relevance
Correctly identifies
whether the source is
scholarly or popular.
Does not correctly
identify whether the
source is scholarly or
popular or does not
include this information.
2 pts
Indicates how the source
is relevant to self-change
project.
0 pts
Selects an irrelevant
source or does not include
this information.
8 pts
Indicates on relevant
weakness.
5 pts
Indicates weaknesses, but
the weaknesses have no
impact on whether the
source will be useful as a
self-change project
source.
0 pts
Does not include this
information.
4 pts
Indicates at least one
additional piece of relevant,
necessary information.
2 pts
0 pts
Indicates at least one
Does not include this
additional piece of
information.
information, but the
information is unrelated to
the source or self-change
project topic.
Information needed is
related to the indicated
weaknesses of the source.
5 pts
4 pts
2 pts
0 pts
Grading the Student Research Journals
Each student will be expected to complete a total of 20 posts, 10 initial posts and 10 responses to the library staff member. The number of
posts, based entirely on quantity will be worth 45% of students’ grade for this journal. The quality of the posts, as determined by the grading
rubric outlined below, will be worth 45% of students’ grade for this journal. Students will also be expected to self-evaluate their research process
at completion of their self-change project equating to another 5% of their grade. The last 5% of their grade will be based on students’ answering the
“What Worked” journal question.
All journal entries must be written in full sentences with the exception of the “Keywords” entry.
Journal Entry
3
Clearly
articulates
topic
Research Topic
including target behavior,
(1 initial post and at least
one response to library staff) population group, and what they
want to find out.
Keywords
(1 initial post and at least
one response to library staff)
Ex. My self change project is about
test anxiety and how college
students can minimize this feeling
when preparing for and taking
tests.
Brainstorms at least 3 keywords
for each concept in their topic.
Ex.
Test Anxiety – nervousness, panic,
fear
College Students – university
students, freshman, undergraduates
Get Rid Of – manage, eliminate,
control, treat
2
1
Indicates target behavior and
population group, but does not
include what they want to find
out. Or, indicates only target
behavior and what they want to
find out.
Indicates only target behavior or
only population group.
Brainstorms 2 keywords for each
concept in their topic.
Brainstorms 1 keyword for each
concept in their topic.
Ex. My self change project is about
test anxiety.
Ex.
Test Anxiety – fear
College Students – freshman
Get Rid Of - manage
Databases & Search Engines Selects an appropriate database,
indicates how subject impacted
(1 initial post and at least
one response to library staff) choice, indicates how type of
material (book, article, web site)
impacted choice, indicates how
the need for either a popular or
scholarly resource impacted
choice.
Ex. I chose to search PsycArticles
database. This database was
selected for several reasons. The
first reason is that it is a full-text
database, so I knew I would be able
get to the articles online.
Secondly, PsycArticles database
contains articles about the field of
psychology. I think my topic
anxiety and test taking, is related to
psychology. I also like that this
database contained all scholarly
articles.
Selects an appropriate database,
indicates how type of material
(book, article, web site) impacted
choice.
Selects an appropriate database.
Ex. I chose to search PsycArticles
database because it was on the list
that the librarian gave us.
Search Strategy
(4 initial posts and at least 4
responses to library staff)
Indicates the keywords used and
how the words were connected
(AND, OR, NOT). Indicates the
database searched. Indicates
limits put on the search (date,
full-text, scholarly, etc.).
Indicates whether the search was
successful or not and why they
think this is the case.
Ex. I searched Academic Search
Premier using the keywords
(college students or university
students) AND anxiety AND tests.
I limited my search to scholarly
articles published from 2000 –
2006. I found some relevant
articles, but I think that I need to
change my keyword to test anxiety.
I found too many articles about
medical tests for people with social
anxiety.
Indicates the keywords used and
how the words were connected
(AND, OR, NOT). Indicates the
database searched. Indicates
limits put on the search (date,
full-text, scholarly, etc.)
Indicates the keywords used and
how the words were connected
(AND, OR, NOT). Indicates the
database searched.
Ex. I searched Academic Search
Premier using the keywords
(college students or university
students) AND anxiety AND tests.
Source Summaries
(3 initial posts and at least 3
responses to library staff)
Attempts to cite source using
APA format. Summarizes the
article indicating the main idea
and how it relates to their topic.
Indicates what information they
still need to find (what holes does
this resource leave open?).
Ex. APA citation of source
This article includes information
about how study techniques can
help to relieve test anxiety. This is
exactly the information I need for
my self change project because it
describes how I can modify my
behavior to help deal with test
anxiety. I still need information
about what I can do when I get
nervous and panic during an actual
test.
Attempts to cite source using
APA format. Summarizes the
article indicating the main idea
and how it relates to their topic.
Attempts to cite source using
APA format.
Responses to Library Staff
(use this criteria to evaluate
all responses to library staff
members)
Addresses some of the library
Answers none of the questions
staff questions, but not all or asks posed by library staff member.
for further assistance but does
Ex.
Ex.
not follow through.
Librarian said:
Librarian said:
PsycArticles is a good database to
PsycArticles is a good database to
search for your topic, but there may
search for your topic, but there may
be others where you’ll find even
be others where you’ll find even
more information. What other
more information. What other
databases do you think might
databases do you think might
contain useful information about
contain useful information about
test anxiety?
test anxiety?
Answers all questions posed by
library staff member.
Student said:
I think ERIC database would be a
good choice. It contains articles
about education and most of the
information is scholarly. I actually
did try searching it, but I couldn’t
figure out how to get to the fulltext articles. Can you help me with
that?
Student said:
I found all the articles I need in
PsycArticles database.
EDUC 1302.003 Annotated Bibliography Assignment
Due: November 6, 2009 at 11:59 pm
You will prepare an annotated bibliography of three sources. You may use a variety of sources (books;
scholarly articles; magazine and newspaper articles; web sites), but two must be scholarly sources and
1 must be a popular source. You cannot use the same sources as anyone in your group.
For each entry of your annotated bibliography, you will cite the source using APA format and then
write a brief annotative paragraph. Your paragraph should be approximately 150-200 words; be
coherent; and flow from beginning to end. You should also use complete sentences, proper grammar,
and spelling. Your annotation must include:
• 1 -2 sentences summarizing the purpose/main idea of the source;
• Whether the source is scholarly or popular and how you determined this;
• How the article is relevant to your self-change project topic and in which section of your selfchange project you might use this source. Indicate why you think this is the best way to use the
source;
• Any weaknesses the source might have (what you didn’t like about the source’s content);
• What information is still necessary to find in order to complete your self change project.
The annotated bibliography must be:
• In 12 point type;
• Formatted like the example on the back of this sheet;
• Include the self-change project topic;
• Include your name, course section, and instructor’s name.
This assignment is worth 50 points.
Five extra-credit points will be given to students who choose to meet with a librarian about this
project. Requirements for the extra-credit are:
• A typed first draft of the annotated bibliography must be done and printed before consulting the
librarian (the librarian will be more than happy to help you with this assignment before you
complete your first draft). Bring this to the meeting with the librarian;
• You must physically meet with the librarian.
o A librarian is available 4pm – 6pm, Mon. – Thurs., in room B20 in the basement of
Central Library;
o Make an appointment by emailing Mary Jo at mjhandke@uta.edu (817-272-7520),
Gretchen at gtrkay@uta.edu (817-272-7434), or Joshua at vossler@uta.edu (817-2725747).
• Turn in the first draft of the annotated bibliography, with the librarian’s comments and signature,
to your class librarian OR scan the first draft of the annotated bibliography, with the librarian’s
comments and signature, and attach the document to the same email as your final assignment.
On, or before, the assignment due date, email your annotated bibliography to Mary Jo Lyons at
mjhandke@uta.edu. The subject of the email needs to be EDUC1302.005 Your Last Name, Your
First Initial (for example EDUC1302.005 Lyons, M.).
Jonathan Q. Arbuckle
EDUC 1302
Ms. Krabappel
November 12, 2009
Annotated Bibliography
Self-Change Project Topic: Time Management
Achievement Center. (2006, July 17). Time management principles. Retrieved from
http://www.d.umn.edu/kmc/student/loon/acad/ strat/ time_man_princ.html.
This web site provides ten principles that help college students to manage their time
better. The web site is a popular source because it is intended for a general audience.
It does not cite sources or discuss research, but it was created at a university. The web
site is very relevant to time management and, more importantly, it indicates how
students can improve their time management skills. This is perfect for the methods
section of the self-change project. It will add background information for why the
behavior was modified the way it was. The biggest problem with this source is that it
doesn’t cite any other sources. It would be helpful to understand why they make the
recommendations they do. It would improve they self-change project if this
information was also included. It would also been helpful if the authors would have
included statements from students about how they used the principles. It might be
possible to find this in another source.
Kelly, W., & Johnson, J. (2005). Time use efficiency and the five-factor model of personality.
Education, 125(3), 511-515. Retrieved from http://search.ebsco.com
This scholarly article explains a research study that looked at how efficiently college
students thought they used their time in comparison to five personality traits. It is a
scholarly article. This was determined for several reasons: the article was written by
subject experts; it is reporting the experts own research; and the authors cite several
other sources of information. The article is pretty relevant to time management. In
particular, it could be used as part of the discussion section. It would be possible to
compare the results of the StrengthsQuest to the personality traits and then apply the
article’s conclusions to how time management skills might be improved. The biggest
problem that I see with using this article is that the researchers used how efficiently
the college students thought they used their time. The students might not accurately
report how efficiently they used their time because they didn’t want the researchers to
think they were lazy. Also, this article doesn’t indicate how to improve time
management skills. It is still necessary to find sources that discuss how time
management skills can be improved.
EDUC 1302: College Learning
Course Description and Objectives
The College Learning Course is designed to introduce college students to learning
strategies and behaviors necessary for academic success. This course is not unlike
Freshman Seminars offered at various institutions across the nation. In this course,
students will be introduced to theoretical models and the application of these models.
The theories and strategies presented in this course may be applied to knowledge across
academic programs and in personal and career development. The course contains three
major units of study: 1) Self-Assessment and Self-Regulation, 2) Cognitive Theory and
Learning Strategies, and 3) Behavior Modification.
Student Learning Outcomes
1. Students will utilize the StrengthsQuest and LASSI self-assessment tools in order
to identify strengths and challenges.
2. Students will understand learning theories in order to formulate individual
learning strategies.
3. Students will apply individual learning strategies and theories across academic
programs and in personal and career development.
4. Students will apply principles of behavior modification to self-regulate or change
identified academic challenges.
© Student Success Programs, The University of Texas at Arlington. Materials may
not be reproduced or transmitted without written permission.
EDUC 1302 Self Change Term Project Guidelines
All of us have tried to change our behaviors from time to time. Sometimes the
beginning of a new semester motivates us to change how much we study, or sometimes
we use New Year’s Day as the reason for launching a new diet. We have all used the
magic words – “will power” and “discipline.”
Self change is not magic! It is a calculated, deliberate attempt to change a specific
behavior using the knowledge and techniques culled from thousands of psychological
experiments. While sometimes we can change behaviors because we are frightened or
because there will be a powerful reward, often we start with good intentions, but old
behaviors creep back. Self change increases our chances of reaching our goals because it
is based on what is known about how people learn and change.
In EDUC 1302, you will have the opportunity to attempt self change within an
academic realm, but this will be a basic skill you will be able to use throughout other
aspects of your life! This project comprises almost ½ of your final grade, so it should be
taken seriously and completed to the best of your ability. Your Instructor is available to
help you at any step in the process. The Self-change project has seven major
components to aid in the completion of the project:
1. Self-Assessment
You will begin by taking the Learning and Study Strategies Inventory© (LASSI)
and the StrengthsQuest™ StrengthsFinder® tool to learn about how you study
and learn. From the results obtained from these assessment tools, you will be
required to write an analysis of your results.
2. Investigation of Results
Based on your results, you will select one scale from your inventory in which you
scored low and would like to consider how to improve (other than the Time
Management scale. Everyone will complete that Module!). You will complete
the LASSI Instructional Modules for Time Management and the scale you select,
including all the Module exercises and any other reflection assigned by your
Instructor. The exercises associated with these two Modules should provide you
with ideas of a behavior you may want to change.
3. Identifying a Target Behavior and Library Research
Once you have had time to identify some of your strengths and weaknesses, you
will be required to determine a target behavior that you would like change. In
addition to completing the LASSI Instructional Modules, you should complete
some library research to learn more about your target behavior. Complete the
“Identifying a Target Behavior” handout. Careful consideration of your project
motivations, self talk, and consequences at this point will lead to better results in
your project as a whole. Once you have completed this research and worksheet,
you should begin work on the Introduction of your final paper.
© Student Success Programs, The University of Texas at Arlington. Materials may
not be reproduced or transmitted without written permission.
4. Contract and Project Plan
With feedback from your Instructor and considerable research, you will be ready
to complete a contract and project plan that will help guide you in your behavior
change. When you have completed the contract and project plan, you should
begin work on the Methods section of your final paper.
5. Behavior Observation and Data Collection
Once you have developed a contract with yourself and Instructor, you will
observe your behavior for one week of “baseline” followed by two weeks of
“treatment.” At the end of each treatment week, a cursory analysis should be
completed to determine if the “treatment” effecting change; if not, modifications
to your treatment may need to be considered. Once your data has been collected,
you should begin summarizing your data and writing the Results section of the
paper. From these results, you should be able to draw some conclusions for the
Discussion section of your final paper.
6. Rough Draft and Conference
Over the course of the semester, you will observe your behavior, collect data, and
then finally, report your findings in a written report. You will be required to
complete a rough draft of this paper, and discuss it with your Instructor in a
personal conference for feedback. Once you have this feedback, you can complete
the final report for submission.
7. Final Report
Finally, you will submit the final written document to your instructor for a final
grade.
These seven steps will come together to document your complete self-change term
project. Your instructor will issue grades as appropriate for these steps throughout the
semester. An entire appendix committed to the self-change term project should be an
indication of how important this project is to your Instructor and course grade…and
should be to you!
© Student Success Programs, The University of Texas at Arlington. Materials may
not be reproduced or transmitted without written permission.
EDUC 1302 Self-Change Project Checklist
Your final report should be prepared with the following guidelines in mind (i.e., use this
as a checklist ):
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Remember that this the major project for this class worth at almost ½ of your
final grade (approximately 45%).
Use APA format in your written document and documentation for citation of
sources and references cited page. A reference guide for APA is included in the
later part of this Appendix.
Use 12 point font (which is the size of font you are reading) and standard double
spacing.
You may use first person in your report and analysis (even though APA format
frowns upon the use of first person).
Prepare a final written document that is four to six pages in length (at minimum),
excluding the works cited.
Present your paper and all supporting material in a pocket folder. Do not place
your work in a binder, brads, or plastic presentation folder. Your pocket folder
should include the following:
o Final paper
o Data collection sheets
o Graph
o LASSI scores
o StrengthsFinder® scores
o Contract
o Photocopies of the literature cited in your paper
o Copy of the rough draft from your conference
o Any other supporting material or documentation that illustrates the hard
work you put into the project.
Use good judgment in revising and correcting your work. Grammar and spelling
count in your final paper grade!!!
Read your work aloud to allow you to find mistakes and typographical errors.
Consult a grammar handbook if you are unsure about aspects of your writing.
Visit the English Writing Center if you want a peer review of your work.
Locate three sources for the paper (two must be scholarly/authoritative and one
may be popular).
Attend the conference with your instructor to discuss the project and track your
progress in class.
© Student Success Programs, The University of Texas at Arlington. Materials may
not be reproduced or transmitted without written permission.
Gateway to Information Literacy: Bridging the Gap for Provisionally-Admitted Students
Information Literacy Standards Mapping
http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf
Standard 1: The information literate student determines the nature and extent of the information needed.
Performance Indicator 1: Defining and articulating the need for information.
Outcome A. Confers with instructors, peers, and discussion to identify information need
1.1.A
Outcome B. Creates thesis or question based on information need
1.1.B
Outcome C. Explores information sources to increase topic familiarity
1.1.C
Outcome D. Narrows information need to manageable focus
1.1.D
Outcome E. Indentifies key terms and concepts that describe the information
1.1.E
Outcome F. Combines existing information with original thought to create new information
1.1.F
Performance Indicator 2: Identifies multiple formats as information sources
1.2.A
Outcome A. Knows information is available both formally and informally
1.2.B
Outcome B. Recognizes that the organization of information can affect how it is accessed
1.2.C
Outcome C. Recognizes value and differences of potential resources no matter the format
1.2.D
Outcome D. Recognizes the intended audience and purpose of potential resources
1.2.E
Outcome E. Understands the differences between primary and secondary sources
1.2.F
Outcome F. Recognizes that information may need to be extrapolated from raw data and primary sources
Performance Indicator 3: Considers cost/benefit ratio for acquiring information
1.3.A
Outcome A: Determines information's availabity locally and determines whether necessary to broaden search area
1.3.B
Outcome B: Determines whether learning new language is feasible if necessary to acquire and understand information
1.3.C
Outcome C: Defines plan and timeline for acquiring information
Performance Indicator 4: Revaluates needed information
1.4.A
Outcome A: Reviews initial information need to clarify, revise, and refine
1.4.B
Outcome B: Able to explain criteria for information decisions and choices
Standard 2: Accesses needed information effectively and efficiently
Performance Indicator 1: Selects the most appropriate method or system for accessing needed information
2.1.A
Outcome A: Identifies appropriate investigative method
2.1.B
Outcome B: Investigates the benefits of investigative methods
2.1.C
Outcome C: Investigates scope, content and organization of information retrieval system
2.1.D
Outcome D: Selects efficient and effective means for accessing information
Performance Indicator 2: Constructs and implements effectively designed search strategies
2.2.A
Outcome A: Develops research plan appropriate to investigative method
2.2.B
Outcome B: Identifies keywords, synonyms, and related terms for information needed
2.2.C
Outcome C: Selects controlled vocabulary specific to discipline or information retrieval system
Mary Jo Lyons and Gretchen Trkay
UT Arlington Library
Gateway to Information Literacy: Bridging the Gap for Provisionally-Admitted Students
Outcome D: Constructs search strategy using appropriate commands (Boolean, truncation, etc.)
2.2.D
Outcome E: Searches various information retrieval systems
2.2.E
Outcome F: Uses investigative protocols appropriate to discipline
2.2.F
Performance Indicator 3: Retrieves information online or in person using a variety of methods
Outcome A: Uses various search systems to retrieve information in various formats
2.3.A
Outcome B: Uses call numbers, etc. to physically search for information in the library
2.3.B
Outcome C: Uses online and in person services in the library tp retrieve information
2.3.C
Outcome D: Uses surveys, letters, interviews, etc. to gather primary information
2.3.D
Performance Indicator 4: Refines search strategy if necessary
Outcome A: Assesses quality, quantity and relevance of retrieved information to determine if more searches necessary
2.4.A
Outcome B: Identifies gaps in retrieved information and revises search strategy accordingly
2.4.B
Outcome C: Repeats search with revised strategy as necessary
2.4.C
Performance Indicator 5: Extracts, records and manages information and sources
Outcome A: Selects appropriate technology for extracting information (cut & paste, print, etc)
2.5.A
Outcome B: Creates system for organizing information
2.5.B
Outcome C: Differentiates between different types of sources and cites appropriately
2.5.C
Outcome D: Records pertinent citation information for future reference
2.5.D
Mary Jo Lyons and Gretchen Trkay
UT Arlington Library
Gateway to Information Literacy: Bridging the Gap for Provisionally-Admitted Students
2.5.E
Outcome E: Manages and organizes the selected information
Standard 3: Critically examines information and its sources and incorporates with own knowledge base
Performance Indicator 1: Summarizes main ideas from retrieved information
Outcome A: Reads text and selects main idea
3.1.A
Outcome B: Restates concepts in own words
3.1.B
Outcome C: Identifies verbatim material that can be appropriately quoted
3.1.C
Performance Indicator 2: Articulates and applies initial criteria for evaluating information and sources
3.2.A
Outcome A: Evaluates reliability, validity, accuracy, authority, timeliness, and point of view
Outcome B: Analyzes structure and logic of arguments
3.2.B
Outcome C: Recognizes prejudice, deception and manipulation
3.2.C
Outcome D: Recognizes cultural and physical context of information and how this affects interpretation
3.2.D
Performance Indicator 3: Synthesizes main ideas to construct new concepts
3.3.A
Outcome A: Recognizes relationships among concepts and combines to create primary info with supporting evidence
3.3.B
Outcome B: Constructs new hypotheses that may need additional information
3.3.C
Outcome C: Uses technologies to study interaction of ideas
Performance Indicator 4: Compare new knowledge to old to determine value added, contradictions
3.4.A
Outcome A: Determines whether information satisfies need
Outcome B: Uses selected criteria to determine whether information contradicts or verifies other information sources
3.4.B
Outcome C: Draws conclusions based on gathered information
3.4.C
Outcome D: Tests theories with discipline appropriate techniques
3.4.D
Outcome E: Determines probable accuracy by questioning source, limitations and reasonableness of conclusions
3.4.E
Outcome F: Integrates new information with old
3.4.F
3.4.G
Outcome G: Selects information that provides evidence for topic
Performance Indicator 5: Determine's whether new knowledge has impact on value system and reconciles differences
3.5.A
Outcome A: Investigates different view points found in the literature
3.5.B
Outcome B: Deteremines whether to incorporate or reject viewpoints encountered
Performance Indicator 6: Validates understanding through discourse with others
3.6.A
Outcome A: Participates in classroom and other discussions
3.6.B
Outcome B: Participates is class-sponsored electronic discussions
3.6.C
Outcome C: Seeks expert opinions through a variety of mechanisms
Performance Indicator 7: Determines whether initial query should be revised
3.7.A
Outcome A: Determines whether initial information need has been satified
3.7.B
Outcome B: Reviews initial search strategy and adds concepts if necessary
3.7.C
Outcome C: Reviews information retrieval resources used and adds others if necessary
Mary Jo Lyons and Gretchen Trkay
UT Arlington Library
Gateway to Information Literacy: Bridging the Gap for Provisionally-Admitted Students
Standard 4: Use information effectively to accomplish a specific purpose
Performance Indicator 1: Applies information to the planning and creation of a particular project
Outcome A: Organizes content so that it supports the purpose and format of project
4.1.A
Outcome B: Articulates knowledge and skills to planning and creating project
4.1.B
Outcome C: Integrates new and prior information so that it supports the purpose of project
4.1.C
Outcome D: Manipulates digital materials to transfer to new context
4.1.D
Performance Indicator 2: Revises development process for the project
Outcome A: Maintains log of activities related to searching and evaluating information
4.2.A
4.2.B
Outcome B: Reflects on past successes, failures and alternative stategies
Performance Indicator 3: Communicates project effectively to others
4.3.A
Outcome A: Chooses a communication medium that best supports purpose of project and audience
4.3.B
Outcome B: Uses a range of information technology to create project
Outcome C: Incorporates principles of design and communication
4.3.C
Outcome D: Communicates clearly in a style that supports purpose of project and audience
4.3.D
Mary Jo Lyons and Gretchen Trkay
UT Arlington Library
Gateway to Information Literacy: Bridging the Gap for Provisionally-Admitted Students
Standard 5: Understands legal, economic and social issues surrounding information use and access
Performance Indicator 1: Understands legal, economic and social issues regarding information use and access
5.1.A
Outcome A: Identifies and discusses issues related to privacy and security
5.1.B
Outcome B: Identifies and discusses issues related to free v. fee-based access to information
Outcome C: Identifies and discusses issues related to censorship and freedom of speech
5.1.C
Outcome D: Demonstrates an understanding of copyright, intellectual property and fair use
5.1.D
Performance Indicator 2: Follows laws, regulations, policies and etiquette related to information access and use
Outcome A: Participates in electronic discussions following accepted practices
5.2.A
Outcome B: Uses approved passwords for access to resources
5.2.B
Outcome C: Complies with policies on access to information resources
5.2.C
Outcome D: Preserves integrity of information resources, equipment, systems and facilities
5.2.D
5.2.E
Outcome E: Legally obtains, stores, and disseminates materials
5.2.F
Outcome F: Demonstrates understanding of what constitutes plagiarism and doesn't do it
5.2.G
Outcome G: Demonstrates understanding of policies regarding human subjects research
Performance Indicator 3: Acknowledges use of information sourcesin communicating project
5.3.A
Outcome A: Selects an appropriate documentation style and uses consistently to cite sources
5.3.B
Outcome B: Posts permission granted notices for copyrighted materials
Mary Jo Lyons and Gretchen Trkay
UT Arlington Library
Gateway to Information Literacy: Bridging the Gap for Provisionally-Admitted Students
5 Questions
Outcomes
What do students need to be able to do?
Information Literacy Curriculum
What do students need to learn in order to be
able to do this well?
Pedagogy
What kind of learning activity best facilitates the
learning?
Assessment
How will determine that students have learned?
Evaluation Criteria
What criteria will determine that a student has
done something well?
Gilchrist, D. & Zald, A. (2008). Instruction and program design through assessment. Information Literacy Instruction Handbook .
Mary Jo Lyons and Gretchen Trkay
UT Arlington Library