Art Center information literacy

and curriculum

development

Day One

Library Instruction Haiku

1) Write down the first three things you think about to describe library instruction

2) Everyone has two minutes to make a short poem/haiku using all three words

Writeahaiku.com

Libguide : http://csulb.lib

guides.com/Art

centerIL

Shared Curriculum Survey Responses to

outcomes

Anything to add?

Survey Responses

Shared Curriculum Anything else?

Content we will cover Day one

Definitions of information literacy

Writing learning outcomes

Models of integrating information

literacy

Types of assessment

ACRL Standards ACRL Framework

Information has value

Format as process

Authority is constructed and contextual

Research as inquiry

Searching as exploration

Scholarship is a conversation

Threshold Concepts 1. Identify threshold concepts in a course. List and rate concepts taught in

the course. Which ones are central to the course and the discipline?

Which ones seem most difficult for students?

2. Listen to students describe particular difficulties with learning. Gather

formative feedback from students around the concept.

3. Compare expert knowledge to novice knowledge. Engage in reflective

practice, recording your own impressions as students go through the

learning process.

4. Design the course to focus on these concepts. During the course,

maintain a “holding environment for the confusion.” Allow it to occur

rather than moving on. Devise activities that show the student that they

are not the only one confused.

5. Refresh the threshold concept—loop p back to it (learning is a recursive

process.)

ART Standards (2007) Visual Literacy Standards (2011)

Lower Order

Higher Order

Specific to the disciplines

Starting point for considering threshold concepts at the Art Center

WASC Standards "2.2a. Baccalaureate programs engage students in an

integrated course of study of sufficient breadth and depth to

prepare them for work, citizenship, and a fulfilling life. These

programs also ensure the development of core learning

abilities and competencies including, but not limited to,

college-level written and oral communication, college-level

quantitative skills, information literacy, and the habit of

critical analysis of data and argument. In addition,

baccalaureate programs actively foster an understanding of

diversity, civic responsibility, the ability to work with others,

and the capability to engage in lifelong learning...“

-- from WASC Handbook of Accreditation P. 14, Section 2.2a

Appl ying

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Look at your information competence

documents and determine threshold

concepts for Art Center

Value.

Why does information literacy matter?

Value.

What is the library’s worth to the university?

How do you show it?

Move beyond data. Move beyond statistics.

Value is measured by demonstrating the value the

library has for student success

Librarian/Faculty Partnerships

"If we wish the library to function more effectively in the college…we must direct our efforts toward the

curriculum, working through faculty.”

Patricia Knapp, 1958

Models of Faculty and Librarian Partnerships

Librarian guest lecture Assignment creation

Collaborative course design Co-teaching course

Stand alone information literacy course

Department level outcomes Campus level outcomes

Strategies for Collaboration

Strategies for Library Faculty Partnerships Outreach Advocacy

Faculty Profiles Communication

Develop Model Programs Develop short term and long term goals

Let Go

Faculty Culture

Draw an imagethat symbolizes the relationship you have with Faculty

at the Art Center

Faculty Culture

Now draw an image that represents the perfect relationship between

yourself and your faculty

Developing Learning Outcomes

Learning Outcomes What do you want the students to be able to do?

What does the student need to know in order to do this well? What activity will facilitate the learning? How will students demonstrate the learning How will I know the student has done this well?

Deb Gilchrist Immersion ‘06

Learning outcomes should...

Have an action word that describes what the student will DO differently as a result of your course Describe meaningful learning Be measured/verified; i.e., you can measure students' ability to achieve them Represent high levels of thinking, rather than trivial tasks Be written in plain language students can understand

www.league.org

Bloom’s Taxonomy Lower Order Higher Order

remember understand apply analyze evaluate create

I use these every semester to create learning

outcomes that are measurable. I have them on

hand for faculty when they ask for assistance

developing assignments.

Action Verbs Sample action verbs are: compile, create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, compare, rate, critique

Certain verbs are unclear and cannot be observed or measured. These types of verbs should be avoided: know, become aware of, appreciate, learn, understand, become familiar with

[1] Dubuque, Iowa: Kendall1Phillips, Louis. The Continuing Education Guide: the CEU and Other

Professional Development Criteria. /Hunt Publishing Co., 1994.

Information Literacy Does not always mean going to the library for all

research

Interviews Analysis of data Collecting and presenting data Observation Analysis of media Community service Problem based learning Evidence based learning Citing sources for art Portfolios

Misconceptions about Information Literacy

Every assignment needs outside research to assess information literacy skills Every course needs to get a library instruction session for students to learn these skills Every information literacy standard needs to be addressed and assessed in every course

Learning Outcome Vague:

Participants will understand the nine reasons for conducting a needs assessment.

Participants will develop an appreciation of cultural diversity in the workplace.

Measurable:

Participants will list nine reasons for conducting a needs assessment.

Participants will summarize in writing their feelings about cultural diversity in the workplace.

Learning Outcomes

Students will find art analysis of a painting in order to write a critique

What do you want the students to be able to do?

find art analysis of a painting in order to write a critique

What does the student need to know in order to do this well?

Use the Art Index and identify articles that contain art criticism

Learning Outcomes

What activity will facilitate the learning?

Hands-on activity using Art Index

How will students demonstrate the learning

Finding an article that contains art criticism

How will I know the student has done this well?

Article fits the criteria that defines art criticism

Students will find statistics on a topic to support their thesis statement

Measuring learning

outcomes What do you want them to do?

What do they need to know?

How will you assess their learning?

By the end of this session students will be able to __(action verb)_+ (Skill) ____

in order to _____________(how you will assess their learning)____________

“By the end of this library session, students will be

able to identify elements of a citation in order to

give proper attribution.”

Possible outcomes for IL assignments

Students will analyze resources in order to detect bias

Students will evaluate web site content in order to select the most appropriate source

Students will present research findings in order to apply information to formulate new knowledge

Course level outcomes

No more than THREE learning outcomes per

class session!!!

Consider prior learning

Incorporate active learning

Make your outcome measurable

Appl ying

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Based upon your threshold concepts,

develop learning outcomes for each

concept and show how you will

measure them

http://www.flickr.com/photos/markandrewwebber

/

Curriculum Mapping

Helps focus your efforts

Alleviates seeing the same students

Lets you graphically see common courses

across departments or majors

Evidence for inclusion in certain courses

http://www.flickr.com/photos/markandrewwebber

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1. look at your departments and classes you regularly teach or think you should teach 2. mark which standards are addressed/ideal for the course and what level they are being addressed 3. based upon this map you have a blueprint of which classes you should teach and which skills are being covered in the curriculum

How to conduct a curriculum map by

department

Appl ying

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Download the curriculum map grid and

look at your assigned departments. Fill

out the map for all of your departments

– look for common courses!

The Big Picture Why We Do What We do?

Overview of Assessment

http://www.flickr.com/photos/dcdead/3844724619/

TYPES OF ASSESSMENT

Formative

Summative

Direct/Authentic

Indirect

4

Formative Assessment = One minute

paper, clickers, reflective questions

Summative Assessment= cumulative learning, portfolios, final exams

Direct Assessment= Annotated bibliographies, in

class worksheets, research papers

Indirect Assessment = Observation

or Surveys, interpretation or

inference

LEVELS OF ASSESSMENT

COURSE LEVEL

DEPARTMENTAL

PROGRAMMATIC

INSTITUTIONAL

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Library Evaluation Form = Programmatic Assessment

One minute paper= Course level Assessment

Institutional Assessment=

GE learning objectives

Curriculum Mapping =

Department Assessment

What does assessment

look like?

Student Attitudes Lower Division

35.1 % Needs Improvement: Finding Full Text

ALL self performance measures

increased from Good to Very Good

with the exception of Finding Full Text

which moved TWO places

Student Comments Workshops

Student Attitudes Workshops/Lower Division

What does assessment of learning

look like?

Homework!

Search for one learning activity

that meets one of the outcomes

we created for the core concepts

Content we will cover Day two

The Teacher in you

Lesson Planning

Significant learning

Student Engagement

Course activity toolkit