Group C
Rebecca Thompson
Lorien Nahkai
Mary Krivach
Professor Callison
24 August 2013

● Education Seniors at Indiana
University Purdue University at Fort Wayne (IPFW)
● Medium size university in a large city environment
○
low context organization welcoming discussion and dialogue between students and educators
(Grassian & Kaplowitz, 2009, p. 251).
● Students from a variety of backgrounds, ethnicities, socioeconomic statuses
● Different teaching and learning styles
● Different practicum experiences
● Different specializations: Early Childhood, Elementary,
Secondary image taken from http://virtualtour.ipfw.edu/gallery/03-library.shtml

●
○
○ ePortfolio
■
■ personal resume educational philosophy
■ personal artifacts illustrating growth
Research project
■
■
■ educational topic of student’s choice showcasing lesson plans including organically designed assessments
●
(IPFW, 2013).

● Planned by Education Subject Librarian in cooperation with the Capstone course instructor.
● Will involve the Computer Science Subject Librarian.
● Note: the role of the librarian is that of a hybrid professional teacher, instructional partner, information specialist, program administrator
(AASL & AECT, 1998, pg. 4-5)
. For simplicity we will be using the term “librarian” with the understanding it is a complex and multifaceted role

●
(Grassian & Kaplowitz, 2009, p. 111).
●
●
●
(Smith & Ragan, 1999, p. 56)

●
●
(2011)
○ While participants believed they had strong IL skills, in fact they “were identified as having either proficient or below-proficient information literacy skills based on an objective test of their abilities”
(p. 161)
.
●
●

1.
Meeting with professor
○ Discussion of expectations
○ Gathering information concerning makeup of class
○ Notification of special circumstances such as learners with documented disabilities
2.
Individualized Questionnaire
○ Completed anonymously 1 week before 1st session
○ Online multiple-choice
○ Gauges students’ abilities and attitudes in library resource navigation and technical ability
○ Allow librarian to better personalize instruction
○ Challenge in receiving high return rate mitigated by collaboration with professor
○ Challenge in constructing questionnaire for greatest validity and ease of analysis and interpretation of results

3.
5 minute freewrite at beginning of 1st session
○
○
○
Students will share previous experiences with research, concerns, and/or perceptions about research required for the Capstone
Will not be useful for 1st session, but will provide insight for the following 3 sessions
Note: This element is modified from Detmering and Johnson’s 2012 study on
IL narratives.

●
○ emphasis on organization and understanding “how various elements, ideas, and topics relate to one another”
(Grassian & Kaplowitz, 2009, p. 33)
.
●
○
○ differentiates between novice and expert learners.
By graduation students should illustrate their ability to “integrate information with previously held constructs of knowledge and develop textured connections”
(Bush, 2006, p. 15)
.
●
○ “guide learners through the process by asking thought-provoking questions or providing illustrative examples”
(Grassian & Kaplowitz, 2009, p. 34)
.

● 4 sessions allows for the accommodation of diverse teaching and learning styles through varying formats
○
The Multiple Intelligences teacher addresses learning in multiple ways including “hands-on experiences,” making sure “students [are] interacting with each other in different ways,” and including “time for students to engage in self-reflection, undertake self-paced work, or link their personal experiences and feelings to the material being studied”
(Armstrong, 2000, p. 57)
.
○ Strategies include lecture, application activities, and collaborative exercises
○ Examples presented in a variety of media formats to engage learner including lecture, computer-based instruction, visual media, written worksheets, and reference materials

Goal Objectives Outcomes
To equip students with the analytical research, and technical skills needed to build a personal portfolio and research project
After 4 sessions learners will be able to use a variety of sources, incorporate Web tools into their site, find information for the research project, and use technical and research tools in an ethical and legal manner
●
Supports IPFW’s College of Education’s mission:
○ To prepare professionals in teaching, counseling and leadership” through
“[u]tilizing interdisciplinary scholarship, demonstrating technological, and critical literacies, and effectively communicating with all stakeholders”
(2013)
.
● Supports Helmke Library’s mission:
○ Ask the Right Questions
○ Find the Best Resources
○ Consider the Quality of the Information
○ Complete a Project
○ Credit the Sources
(Truesdell, n.d.)
Learners will build a website which includes a personal portfolio and research project. They will use Web tools appropriately and cite all sources ethically. They will incorporate outside research from pertinent and appropriate sources into their research project.

Goal Objectives Outcomes
To teach students the importance of collaboration
After this session learners will understand the importance of developing contacts in the field and will have a plan for utilizing those contacts in their Capstone
Learners will compile a list of appropriate contacts. They will use those contacts as resources for their
Capstone
● ACRL Standard 3 Subpoint 6: “The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners”
(p. 12)
.
● Studies show information seeking tasks can cause anxiety and students can become overwhelmed
(Kuhlthau, 2004, p. 165)
. At these times educational and professional support is critical.
● The librarian can be the first line of contact, but collaboration with other members of the field (also known as “weak ties”) is a powerful step in locating information
(Jay, 2013).

Goal Objectives Outcomes
To teach students how to find and use web design tools effectively and ethically
After this session learners will be able to access and download web templates, integrate images, and use
Creative Commons licensing
Learners will access templates and evaluate them for licensing, applying one to their site. They will access images and integrate them into their site in an ethical fashion. They will apply a Creative Commons license to their site
●
Information Technology skills “enable an individual to use computers, software applications, databases, and other technologies to achieve a wide variety of academic, work-related, and personal goals”
(ACRL, p. 3).
●
ACRL’s standard five: “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”
(p. 14).
●
Practice is essential as “learners cannot memorize everything they have gathered,” but collecting “artifacts on top of digital materials” will “enhance the learner’s thinking and understanding in the learning process”
(Jayawardana,
Hewagamage, & Hirakawa, 2001, p. 2).

Goal Objectives Outcomes
To teach students the need for research in the classroom and the appropriate databases to use for each query
After this session learners will be confident in and justify their use of educational and subject specific databases to find reliable information
Learners will identify the information needed, justify the reason for a search query, and use pertinent subject specific databases to retrieve the information.
● Focused on the “Identify” aspect of I-LEARN
(Neuman, 2011, p. 6)
.
● ACRL standard one: “The information literate student defines and articulates the nature and extent of the information needed”
(p. 8)
.
● Taught through a variety of formats accommodating doing, thinking, and feeling learning styles, increasing the value of the knowledge base
(Grassian & Kaplowitz, 2012, p. 27; Kuhlthau, 2004, p. 171)
.

Goal Objectives Outcomes
To develop students’ abilities retrieving and using information on appropriate content area databases
After this session learners will efficiently use the correct database to find relevant and reliable information on a topic of their choice
Learners will effectively use a variety of search terms and skills to maneuver databases and retrieve information. They will incorporate this information into their final research project
● Focused on the “Locate” aspect of the I-LEARN model
(Neuman, 2011, p. 8)
.
● ACRL standard two: “The information literate student accesses needed information effectively and efficiently”
(p. 9)
.
● ACRL standard three: “The information literate student evaluates information and its sources critically and incorporates selected informaiton into his or her knowledge base and value system”
(p.
11)
.

● Part 2 provides a detailed description of the lesson plans
● Sessions 1 and 4 are brief lesson outlines because of their general objectives.
● Sessions 2 and 3 are detailed plans complete with supplemental examples because these sessions contain a majority of the application of students’ skills.

Collaboration and the Development of a Reliable List of Contact References
» Goal: To teach students the importance of collaboration
» Objective: Learners will understand the importance of developing contacts in the field and will know how to utilize those contacts for their Capstone.
» Outcomes:
1. Learners will compile a list of appropriate contacts.
2. They will use those contacts as resources for their
Capstone.

● Materials
○ Note taking materials
○ Projector for demonstration and videos
○ Campus Directory
● Procedure:
○ Employ the constructivist approach.
○ Professor and Librarian will engage students in class discussion about the importance of collaboration.
○ Students will engage in information seeking activities.
○ Students will form small groups to discuss prior experiences with collaboration and research.
○ The class as a whole will develop a list of potential contacts and brainstorm where they may go about finding more.
○ The lesson will stress librarian and library use while conducting research.

Technology and the Ethical Use of Tools and Information
» Goal: To teach students how to find and use web design tools effectively and ethically
» Objective: After this session Learners will be able to access and download web templates,integrate images ethically, and use Creative Commons licensing
» Outcomes:
1. Access templates and evaluate them for licensing
2. Apply one template to their ePortfolio
3. Access images and integrate them into their site in an ethical fashion
4. Apply a Creative Commons license to their site.

● Materials
○ Computers for each student
○ Projector for demonstration and videos
○ Internet connection
○ Evaluation worksheets
●
Procedure
○ This session will use the I-LEARN model
(Neuman, 2011) as a structure in order to ensure the information is not only presented effectively but also assimilated into the students’ behavior.
○ Builds on other learning models including:
■ Kuhlthau’s (2004) 6 stages of the information search process
■ The “Big Six” model (Eisenberg & Berkowitz, 1990)
■ ALA information literacy standards (2000) as a foundation.

● Identify: led by Education Liaison Librarian and Professor
○ Make students aware of what they do or do not know about copyright, plagiarism, and fair use.
○ Gross and Latham (2009) note that “people who have a lot of confidence about their level of ability are unlikely to seek opportunities to build skills they think they already have” (p. 337).
○ To engage interest and develop curiosity about the “world of copyright and use” (Neuman, 2011, p. 4), students will need to realize gaps in their knowledge of copyright in regards to web-based materials.
○ Connects to previous knowledge students have about plagiarism in order to move them to a more sophisticated understanding of the use of information and online tools.
Kardick’s (n.d.) plan presented via ReadWriteThink, while focused on an introductory level, provided useful ideas about engaging students in an understanding of plagiarism.

Locate: led by Education Liaison Librarian
● Provide students with an understanding of how Creative Commons
Licensing works, its relation to copyright, and how to find the information to determine if they are able to use a template or image and under what circumstances.
● Merrill (2002) states that “[i]nstruction is far more effective when … information is demonstrated via specific situations or cases” (p. 48).
● The video provides specific examples to explain the at times challenging concepts of Creative Commons licensing and specific examples from sites students might use will help them apply evaluation skills in the next part of the session.
A. Video: http://www.youtube.com/watch?v=8YkbeycRa2A
● Overview of basic copyright and creative commons use
● The video was created for New Zealand Creative Commons, all of the information is pertinent to US users. (5:20)

Locate: continued
B. Lecture about fair use, copyright, creative commons using examples from templates and videos and images
C. Demonstration on how students can locate copyright and use information
1.
http://www.templateyes.com/terms.htm
2.
http://www.freecsstemplates.org/preview/squareaway/
(see CC license)
3.
http://www.flickr.com/help/general/#147
4.
http://openclipart.org/ (see © info at bottom)
5. http://copyright.columbia.edu/copyright/fair-use/ (not only does this provide helpful fair use information, it also includes a
CC license)

Evaluate & Apply: led by Computer Science Liaison Librarian with assistance from Education Liaison Librarian and Professor
● Demonstrate how to download and apply a template and upload and format an image
● Students locate a web template and an image and fill out an evaluation form as to why that tool/item is appropriate and what, if any, requirements there are for use
○ Fitzgerald (n.d.), states evaluation “involves the use of criteria as well as standards for appraising the extent to which particulars are accurate, effective, economical, or satisfying” (n.p.).
○ Students may have already done this in regards to websites or articles; the worksheet will provide them with suggested criteria for evaluating the use of creative materials found on the Internet.
● Students apply a template and add an image to their Capstone based on their evaluation
● This will:
○ Allow students to apply the information that was presented
○ Give them time to ask questions and explore the tools illustrated.
● Stripling (2003) reminds us, “students learn by doing” (p. 18), so the opportunity must be given for them to apply the knowledge provided.
Washington University in St. Louis’s Fair Use Evaluation form and Berkeley University’s website evaluation worksheet were both beneficial in the development of these questions.

Reflect: led by Librarians and Professor
● Will give students a chance to reflect on what they have learned about Creative
Commons and the use of information available on the web.
● Stripling
(2003) notes that “schools should provide opportunities for reflection by requiring a reflective component to all student work”
(p. 30)
.
A. Students consider how they want people to use information on their ePortfolio
B. Students choose a Creative Commons License accordingly
C. Students apply Creative Commons license to ePortfolio
Know: Librarians and Professor walk the room, providing input as necessary
• Given the opportunity to - “Internalize,” “Personalize,” and “Activate” the knowledge learned in this session
(Neuman, 2011, p. 4)
, students will spend time in small groups explaining and defending their choices and helping each other with aspects that are unclear.

• Effective learning offers students the time to “challenge each other and hold each other responsible for the learning in the classroom”
(Stripling, 2003, p. 32) which can be developed through this segment of collaborative learning.
A. Students are divided into groups of 3. Within the group each student explains why they chose their template, Web
2.0 tool, image, and CC license to their classmates.
B. Students review each other’s evaluation worksheets, discussing any questions or clarifications.
C. Students provide feedback to each other concerning the worksheets, choices of tools, and initial website format.

Research: Exploring Databases
» Goal: To teach students how to identify the information needed, justify the reason for a search query, and use the correct subject specific databases to research the information.
» Objectives: After this session learners will be confident in and justify their use of educational and subject specific databases to find reliable information.
» Outcomes:
1. Distinguish relevant information.
2. Develop a search plan document.
3. Use the correct database for research.

Materials:
Library computer lab
Projector for demonstration and videos
Internet connection
Academic and Scientific search databases
Search plan worksheets
Procedure:
● This session will also apply the I-LEARN model
(Neuman, 2011) as in session two.
● The session will be focused on preparing the students for correct research on an educational topic.

Identify: led by Education Subject Librarian
• Students will be polled as a class on research habits. See Research
Inventory Questions.
• Discussion of answers and statistics. Grassian and Kaplowitz
(2000) note that a needs assessment is necessary for planning regardless of instruction plan, to give the librarian(s) an idea of the audience and their particular information needs
(p.113)
. Through guided questioning and data collection, the Education Subject Librarian will have a much better understanding on how to modify the lesson for the attendees.
She/he can also connect this to the importance of pre-assessing students in the classroom.
• Collect data on visual chart

Locate: led by Education Subject Librarian
• Demonstrate to students the different databases available for research and which ones are best suited for each subject.
A. Practice developing search terms
B. Lecture about the types of databases
C. Demonstration on using each of the following databases:
1. WorldCat (OCLC)
2. Plunkett Research Online
3. LexisNexis Academic
4. Gale Virtual Reference Library
5. Academic Search Elite (EBSCO)

Evaluate & Apply: led by Education Subject Librarian and Professor
• This portion of the lesson will have the students practice using the correct databases for each subject.
• Webquest on Subject Specific Questions
A.
Develop a specific search strategy for the topic in question.
B.
Perform the search.
a.
Describe in detail steps taken to research and evaluate
:
1.
Problem Statement
2.
3.
4.
5.
6.
7.
List the resources available
What search terms will be used?
Describe page one of the results
Did you refine the search? Which terms were used?
What were the best results returned?
How are these sources reputable?

Reflect: co-taught by Professor and Education Subject Librarian
• This piece will give students an open floor to discuss best practices for research habits and search strategies employed.
A.
Ask student volunteers to describe successes and failures with the webquest.
B.
Demonstrate efficient search for webquest.
C.
Describe research homework assignment.
Know: Education Subject Librarian and Professor
• Homework assignment will be distributed to each student where they will be required to apply database practice and discuss future search strategies

Using Databases to Locate Sources
» Goal: Develop students’ abilities retrieving and using information on appropriate content area databases.
» Objectives: After this session Learners will efficiently use the correct database to find relevant and reliable information on a topic of their choice.
» Outcomes:
1. Effectively maneuver databases
2. Retrieve appropriate information
3. Be able to incorporate information into the final research project

Procedure:
● Students will continue exploring databases, choosing appropriate ones for their research topics.
● They will begin a list of resources as an annotated bibliography, demonstrating effective search techniques.
Activities:
A.
Notecard Exercise (Grassian and Kaplowitz, 2004) a. Groups are given notecards with a database briefly described b. Groups analyze and categorize the database c. Groups report back to the class
B.
Homework Review a. Student responses are evaluated and best practices are analyzed.
b. Students can edit answers and use as a guide for independent practice.
C.
Independent Practice a. Students write a search plan for their research topic.
b. Students use subject specific databases to research topic.
c. The Education Subject Librarian and Professor facilitate research process as needed

● Students will also be encouraged to use or review:
○ Helmke Library Guides
■ Is Your Web Site Credible?
● http://library.ipfw.edu/dotAsset/ca484cb0-fa48-45e6-922e-768a2f8abf99.pdf
■ Is Your Journal Scholarly?
● http://library.ipfw.edu/dotAsset/f5195c00-303c-4de6-8ad3-a4e2f95a605f.pdf
■ Finding Articles Tutorial
● http://toolkits.lib.ipfw.edu/finding_articles.html
○ Capstone YouTube Videos
■ FInding Good Sources
● http://www.youtube.com/watch?v=VM4Abds7I6k&list=SP276F4FCB547A3BEB
■ Incorporating Sources
● http://www.youtube.com/watch?v=Ogx-Swh4Yiw&list=SP276F4FCB547A3BEB
■ Citation Formats
● http://www.youtube.com/watch?v=e6rjByY5no0&list=SP276F4FCB547A3BEB
■ Peer Review
● http://www.youtube.com/watch?v=DXmLNm8KJQc&list=SP276F4FCB547A3BEB

●
●
●
(Grassian & Kaplowitz, 2009, p. 199)

● Each session includes elements that will enable the Librarian and Professor to evaluate and assess the students’ ability to use the tools and skills they have been taught.
● At the end of the course, the students will have the opportunity to provide anonymous feedback concerning the instruction and the instructors.
● The Professor will also be asked to provide an evaluation on what he or she perceived as working or needing revision from the four sessions.

Participation and Freewriting
● Free writing is a useful tool to get inhibited thoughts flowing about a topic
(Major,
1994, p.1)
.
○ While free writing is not graded on grammatical or technical merit it is a useful assessment comparing what the students perceptions on IL are prior to beginning with their perceptions after the experience is complete.
● The discussion in the first session sets up the learning that will take place throughout the capstone following Martinez’s
(2003) reminder that “[i]n the preengagement phase of college instruction, the educator prepares to enable the student to acquire the information, skills or dispositions that will constitute the objectives of the teaching learning effort”
(p. 34)
.
● Valuable data is collected informally via discreet note taking during the first session that will be an important measure to determine how much progress in
Information Literacy the students make during the course of the Capstone.
o “Observations are notes the instructor makes concerning critical incidents that occur during the process of engagement” (Martinez, 2003, p. 111)
.

● Sessions 2, 3, and 4 include tangible worksheets students will complete and submit upon dismissal.
○ These assessments will offer the Librarian an opportunity to see how well the students are understanding and how effectively the students are approaching the various tasks needed to complete the information literacy aspects of their Capstones.
○ The worksheets will also provide data to help “indicate how well [the] learners attained [our] outcomes”
(Grassian & Kaplowitz, 2009, p 204)
.
○ Most worksheets will be reviewed in class either via peer review or class review in order to lessen the workload of the librarian.
● The Librarians and the Professor will spend the class time observing students as they complete the worksheets. This constitutes informal assessment “done for internal purposes to monitor and improve learning and teaching”
(Grassian & Kaplowitz,
2009, p. 210)
. This will allow time for issues to be addressed while students are still in the class, whether as a whole or individually.

Evaluation Worksheet
● This will be filled out during the workshop period and reviewed by peers during the group session
●
● Is authorship of the item clear?
● Does the website include terms of use?
● What limitations or restrictions are placed on use?
● Is the item listed as under copyright?
● Does the item have a CC license and if so, which one?
● What limitations does the CC license put on the item’s use?
● Is attribution required and if so, to what extent?
● Will any of the limitations interfere with your needed use?
● Based on your responses to the previous questions can this item be ethically and legally used in your Capstone website?
● What elements will you need to include to use this item ethically and legally?
Washington University in St. Louis’s Fair Use Evaluation form and Berkeley University’s website evaluation worksheet were both beneficial in the development of these questions.

Database Webquest
● This will be filled out during the workshop session and turned in for informal review. While these will not be formally graded, turning them in for review will lead students to understand the importance of completing the worksheet.
A. Problem Statement- You are interested in finding resources on Response to
Intervention and Instruction (RTII).
a.
List the database you used here: b.
Why did you choose this database?
c.
Write down the precise way you typed in the search here (including any /de, /ti, or () that you used to specify the search): d.
Describe page one of the results and if you refined your search at all: e.
Name the top three resources and defend why they are reputable:
1.
Resource one:
2.
Resource two:
3.
Resource three: f.
(These steps will be repeated for each of the following problem statements)
B. Problem Statement- You are interested in finding resources on Amazon Deforestation.
C. Problem Statement- You are interested in finding resources on Abraham Lincoln.
D. Problem Statement- You are interested in finding resources on Copyright Law.

Homework Assignment
● The worksheet on this and the following slide will be assigned as homework and then reviewed in class, offering students a chance to adjust and revise their search strategies and reducing the workload for the instructor and librarian.
Suffix Search
Use the exercise below to practice suffix searching:
1.
Use ERIC to research differentiation of instruction.
2.
Type s differentiation of instruction.
3.
What was returned:___________________________________.
4.
Types differentiation()of()instruction/de
5.
What was returned:___________________________________.
6.
Types differentiation()of()instruction/ti
7.
What was returned ___________________________________.
8.
Compare the searches, which in your opinion was the best and why?
Adapted from INFO 510 Homework Assignment, Drexel University

Homework Assignment (cont)
Name Search
1.
Use Gale Group to research Sir Timothy John "Tim" Berners-Lee,
2.
If nm stands for named person and (2n) allows for flexibility accounting for middle initials or other forms of a name, how would you type it into the search bar?
Company Search
1.
Use ABI/Inform to research Apple (the technology company).
2.
Describe how you refined your search to only show full text articles on the company:
Scholarly Literature Search
1.
Which database would you use to search for information on global warming?
2.
How would you limit your search to only retrieve peer reviewed articles?
3.
Name at least eight databases that EBSCO searches at once:

Search Plan Worksheet
● This worksheet will be done in class, and will be reviewed informally by the professor and librarian as they walk the room. However, successful completion of this search plan worksheet will allow for better source use in the final research project which will be assessed formally
Step 1: Name Your Topic:~ The key here is choosing a topic that is neither too general or too specialized. If it is too specific you will run into trouble finding enough information, if it is too broad, the information will not describe the topic enough.
Step 2: Write down your keywords:~The easiest way to do this step is to come up with a list of synonyms for your topic that could be used.
Step 3: Identify the kinds of sources you are looking for: ~ What kinds of materials would support your topic the most?
Step 4: Make a list of the databases that would be the most helpful:
Step 5: Perform the search.
Step 6: Which database was the most helpful? Did you use multiple databases?
Step 7: Cite your sources here:
Search plan adapted from Information Literacy page at Old Dominion University

● Grassian and Kaplowitz
(2009) point out, “Data from summative assessments are generally used for accountability purposes”
(p. 207)
.
● Assess the students and their ability to put their information literacy skills into practice
○ Provides “quantifiable measures used to assess the performance of students relative to their knowledge of information resources”
(Samson, 2010, p. 204)
.
● Assess the quality of the instructors and IL instruction.

● “Product Related”
(Selke, 2013, p. 17)
○ quickly, efficiently, and fairly assessing the final product of the
Capstone website as it relates to Information Literacy, focusing on the goals and objectives of the four sessions.
○ lead to a grade which will be incorporated into the overall course grade of the student.
○ “include only those elements that are essential to the tangible products to be evaluated”
(Selke, 2013, p. 17)
.
● Allow for specific statistics to be gathered about the class as a whole and how well the goals were met.
○ This will help to evaluate the effectiveness of the instruction and its ongoing results as much of the work for the Capstone would have been completed outside of the four sessions.
● Directly related to the Expected Learning Outcomes for each session.
● Outlined in following 2 slides

List of Contacts
Use of Template
Ethical access and incorporation of images into
Capstone.
Apply a Creative
Commons license to their site
Beginning
1
Developing
2
Student incorporated a template.
Student effectively modified a template for project.
Proficient
3
Student modified and gave credit to a creative template for their project.
Outstanding
4
Student identifies 2 or fewer contacts for project.
Student identifies at least 4 contacts but provides no supporting evidence on their roles.
Student identifies at least
4 contacts and provides some information on how the contact will help.
Student identifies 4 contacts and details on each contact’s role in research.
Student gave credit to a template that they modified into the creation of an outstanding project.
Student includes no images or includes images without citation.
Student is lacking CC license.
Student includes at least one image, but citation is unclear or incomplete.
Student includes at least one image and citation is clearly cited on
Reference page.
Student includes multiple images all clearly cited.in APA format on Reference page.
CC license is present, but isn’t the most appropriate for the Capstone.
CC license is present and completely appropriate for
Capstone.
CC licenses is present and clear on all relevant pages and shows consideration for choosing the most relevant option.

Identifies and locates needed and relevant information
Contains some information that is off the central topic at hand.
Contains very little off topic information.
All information in project is related to central topic.
All information in project effectively describes central topic.
Research project includes pertinent quotes and research
Research project contains a variety of academic sources
Two or fewer quotes utilized through project.
Three to four quotes utilized throughout project.
No evidence of academic sources.
Evidence of academic source use.
Four or more quotes utilized throughout project.
Evidence of multiple, highly relevant academic sources.
Four or more quotes utilized and correctly cited throughout project.
Evidence of multiple, highly relevantacademic sources drawn from a variety of pertinent locations.
Incorporate that information into their final research project
No connections made with the sources.
Research gives minimal reference to observations or conclusions and makes shallow inferences.
Research gives background support to observations, supports and defends conclusions.
Research project contains proper intext and end citations
No citations or citations that are incomplete or contatin errors.
Multiple citationswith few errors or missing components
Research gives background, supports conclusions and aids in raising questions for further research/study.
Multiple citations with no missing components and few to no errors
Multiple citations with no missing components and no errors

● “A third conception of evaluation is that it investigates and judges the quality or worth of a program, project, or other entity rather than student learning” (Suskie, 2010, p. 12).
● The students will be provided a link to an online survey in which they will be questioned about their perceptions of the IL sessions and how pertinent the information was.
● This survey can be used by the entire teaching team to evaluate the elements of the sessions in order to judge what might need to be changed, added, or removed in future.
● Completion, not content, of the survey will be factored into the final grade to promote honest feedback and ensure the survey is completed.

● 1=Never, 2=Rarely, 3=Sometimes, 4=Often, 5=Always
○ The sessions built on knowledge you already had:
○ The sessions repeated information you already knew:
○ The lectures introduced new material:
○ The Librarian was willing to answer questions:
○ The Librarian was respectful of the students:
○ The Librarian was prepared for the session:
○ The activities helped reinforce what was taught in the lecture:
● 1=Didn’t help at all, 2=Was somewhat helpful, 3=Was helpful, 4=Was very helpful, 5=Was completely necessary
○ The homework was useful for putting skills into practice:
○ The sessions helped you complete the technological requirements of the Capstone:
○ The sessions helped you complete the research requirements of the Capstone:
● Short answer
○ What was the most useful thing you learned during the four sessions led by a librarian?
○ Which homework assignment did you find most useful and why?
○ If you could get rid of a homework assignment, which one would it be and why?
○ Which in-class activity did you find most useful for helping you learn a new skill and why?
○ If you could get rid of an in-class activity, which one would it be and why?
○ If you could make one suggestion to the Librarian about the way he or she taught the class what would it be?

● “the pace of new knowledge generation and change calls for today’s graduates to be more than learned or educated. Today’s graduates must be learners as well:
Learners must possess knowledge, skills, and dispositions that will facilitate continued independent learning past school years”
(Donham, 2007, p. 8)
.
● These four sessions, building on each other and upon students’ previous knowledge, will help ensure graduating seniors are equipped with information literacy skills necessary for their future success.
● The variety of learning opportunities will reach students with many different learning styles and will help maximize retention.
● The four sessions will also ensure that students have the necessary skills and can find the necessary information to complete their Capstone successfully.
● Skills learned from the IL Instruction and applied to the Capstone will be applicable throughout the students’ lives.

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