Learning OutcomesInformation Literacy

AssessmentStudent Success

Courtney MlinarNSU Libraries

Fall 2011

2 categories of Faculty perception:Research requirement for course?

Yes

No

More Faculty Perception:Faculty require research componentThey are aware: students not information

literateThey know: library instruction improves skillsThey disagree: point where students should

acquire skills

Skills vs. KnowledgeSkills (music, math, language): require

practice and reviewKnowledge: building blocks

Information LiteracyCombination of skills and knowledge:Knowledge: how information is organized, how

to ethically use informationSkills: researching, writing, citation formats,

managing bibliographic information, organizing resources into logical and sound research

Developing institutionalinformation literacy awareness:Committed administrationStaff Development- ACLR Instruction

Proficiencieshttp://www.ala.org/ala/mgrps/divs/acrl/standards/profstandards.cfm

Attention to National StandardsACRL Information Literacy Standards-http://www.ala.org/ala/mgrps/divs/acrl/standards/index.cfm

Staff Proficiencies:Awareness of ACRL StandardsKnow Learning Outcomes for NSU Programs

that are associated with information literacyLearn which courses within the curriculum

are research-oriented and faculty who teach these courses

Communication between reference and instruction to identify gaps

Basic Skills:Recognize need for informationKnowledge of appropriate resourcesConstruct strategies to locate informationEvaluate informationOrganize, apply, communicate informationSynthesize informationUse information ethically and appropriately

What we know about skills:Students learn research skills better if they

are assessed on them

Students motivation:Information seeking

Vs.

Coping strategies

Student research methodologyChaotic

Vs.

Strategic

Obstacles:Lecture timeFaculty unaware of library resources/servicesFaculty doubts teaching capability of

librarian

Assessment Types:AttitudinalOutcomes-basedGap-measurementPre-Post testingAssessment within the course (rubric)

Assessment can improve- by changing thetiming of instruction

Point-of-care instruction before assessmentVs.

All-purpose instruction given at a time that is not related to the assessment

EducationRe-invents the wheel every 15-20 years…

Learning OutcomesMeasure what students are learning as a

result of our teaching: puts focus of teaching on students instead of test scores.

Students who analyze their learning process become better learners

Assessment on learning outcomes helps students identify their learning gaps and evaluate their learning experience

Instructional Design:Sample questions to use as a template or

model-

1. OutcomeWhat do you want the student to be able to do?

2. CurriculumWhat does the student need to know in order to

perform or demonstrate the outcome?

3. PedagogyWhat type of instruction will best enable the

learning?

4. AssessmentHow will the student demonstrate the learning?

5. Criteria/rubrics for evaluationHow will I know the student has done this well?

Goals and Outcomes: ResourcesACRL Information Literacy Competency

Standards for HEObjectives for Information Literacy

Instruction: a Model Statement for Academic Librarians

Framework for 21st Century SkillsIndividual Academic/Professional Standards

or Curricular Outcomes associated with Information Literacy

AssessmentOutcomes should be measurableMethods and Tools:SurveysFocus groupsInterviews and observationsTestsRubricsPerformance assessments