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
Participants will be able to
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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
Agenda
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Category 5: articulation with the curriculum
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Playing with the IL Standards
IL by design: embedding IL into course outcomes
Category 10: assessment and evaluation
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Instruction statistics
Horizontal and vertical integration
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:
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is formalized and widely disseminated;
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emphasizes student-centered learning;
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uses local governance structures to ensure institution-wide integration into
academic or vocational programs;
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identifies the scope (i.e., depth and complexity) of competencies to be acquired
on a disciplinary level as well as at the course level;
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sequences and integrates competencies throughout a student’s academic
career, progressing in sophistication; and
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specifies programs and courses charged with implementation.
http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm
IL Standards
Standard One
The 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
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Knows how information is formally and informally produced, organized, and disseminated
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Recognizes that knowledge can be organized into disciplines that influence the way
information is accessed
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Identifies the value and differences of potential resources in a variety of formats (e.g.,
multimedia, database, website, data set, audio/visual, book)
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Differentiates between primary and secondary sources, recognizing how their use and
importance vary with each discipline
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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)
Let’s play with the standards
IL Standards
Standard One
The 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
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________ information is formally and informally produced, organized, and disseminated
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_________ knowledge can be organized into disciplines that influence the way
information is accessed
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__________the value and differences of potential resources in a variety of formats (e.g.,
multimedia, database, website, data set, audio/visual, book)
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__________between primary and secondary sources, recognizing how their use and
importance vary with each discipline
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__________ 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)
Student Engagement:
IL depth & complexity
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research-based learning
problem-based learning
inquiry-based learning
case-based learning
discovery learning
knowledge building
Scardamalia, M., & Bereiter, C. (2003).
Research Question (inquiry-based)
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How have myths changed over time?
Humanities
2.
Assignment:
Myth over Time
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Outcomes
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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.
Outcomes
•compare and contrast a selection
of primary sources (art)
•Students begin by finding primary
sources--art works, music, scripts, opera
and background information on artists
Google has images, but no provenance information
Camio has images, plus provenance
and usage rights information
Humanities
3.
Outcomes
•identify the most significant changes...in light of the context in which each
source was created.
Students build on the
learning acquired by
finding background
information on a time
period/place
Humanities
4.
Outcomes
•identify the most significant changes...in light of the context in which each
source was created.
Students place a myth in the cultural
context in which it’s being used or retold
Humanities
5.
Outcomes
•compare and contrast a selection of primary sources (music)
Students listen to a symphony
to identify the dynamism of the
myth and interpret its
significance
Humanities
6.
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:
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establishes the process of ongoing planning/improvement of the program;
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measures directly progress toward meeting the goals and objectives of the
program;
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integrates with course and curriculum assessment as well as institutional
evaluations and regional/professional accreditation initiatives; and
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assumes multiple methods and purposes for assessment/evaluation
-- formative and summative
-- short term and longitudinal;
http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm
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:
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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;
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focuses on student performance, knowledge acquisition, and attitude
appraisal;
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assesses both process and product;
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includes student-, peer-, and self-evaluation;
http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm
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.
Evaluation
Evaluation is “any effort to use assessment
evidence to improve institutional,
departmental, divisional, or institutional
effectiveness”
Program Evaluation Components
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An Assessment/Evaluation Program Plan
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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?
Program Evaluation:
Snapshot of Course Penetration
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100/200 level course penetration
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Where
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What
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Core courses, instructor status
Standards 1-5
How
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Concept-based or tool-based
Instruction Database
Instruction Statistics
Stats tell a story
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Redundancy
Gaps
Planning
Stats identify approaches
Fig. 5 Number of unique instruction sessions given by type
Class snapshot
Class Snapshot, contd
Interpreting Statistics
Assessment of Student
Outcomes
Direct Assessment
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Definition
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Direct evidence of
student performance
collected from students
Actual samples of
student work
Assess student
performance by look at
their work products
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Examples
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Assignments
Research papers
Portfolios
Dissertations/theses
Oral presentations
Websites
Posters/videos
Instructor-designed
exams or quizzes
Indirect Assessment
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Definition
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Provides perspectives
and perceptions about
what has been learned
Faculty must infer
students’ skills,
knowledge, and abilities
rather than observing
from direct evidence
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Examples:
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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
Formative Assessment
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Ongoing measure of student learning
Provides feedback to student and instructor
on learning process
Takes place during the learning process
Examples:
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Classroom assessment techniques, targeted
questions, in-class exercises, research
journals/diaries, concept maps
Summative Assessment
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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:
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Examples: test scores, letter grades, graduation
rates
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
Classroom Assessment
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Provides continuous flow of accurate
information on student learning
Learner-centered
Teacher Directed
Mutually Beneficial
Formative
Context-specific
Ongoing
Rooted in Good teaching practice
Classroom Techniques-Examples
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1-minute paper
Muddiest Point
1-sentence Summary
3-2-1
CATS – Web Form Example
http://www2.library.ucla.edu/libraries/college/11306.cfm
One Minute Paper form
 Quarter
 Class
 Instructor
 Librarian
 Your name
 Your phone number
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Your email address
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1. What is the most significant or meaningful thing you have learned
during the session? (Feel free to add more items)
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2. What question(s) remain uppermost in your mind?
Example: Indiana University Bloomington
Libraries
http://www.indiana.edu/~libinstr/Information_Literacy/assessment.html
Basic 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
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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/instructordeveloped tests.
Assessment in
Practice:
iSkills, SAILS, iLit, ILT,
ICDL
Assessment Tools: Evaluation
Considerations
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Audience
Test Development – Reliability and Validity
Costs: Development and Administration
Test Type: performance-based? Multiplechoice?
Delivery mechanism – web? Print?
Simulations?
Content/Standards
Scoring and Reporting Features
SAILS – Standardized Assessment of
Information Literacy Skills
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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)
iSkills Assessment (Formerly ICT Literacy
Assessment)
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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
Information Literacy Test (ILT)
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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 - ??
iLIT
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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
Your Institution’s Needs
The Characteristics in Practice