Learning outcomes workshop Fall 2011
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This document discusses faculty perceptions of student information literacy and strategies for developing information literacy skills. It notes that faculty have differing views on when students should acquire information literacy skills and that skills require practice over time. The document also outlines key information literacy skills and knowledge, challenges to teaching information literacy, and approaches for assessing student skills through various methods like rubrics and pre- and post-testing. It emphasizes using learning outcomes to guide information literacy instruction and assessment.
Learning outcomes workshop Fall 2011
- 1. Courtney Mlinar NSU Libraries Fall 2011
- 2. 2 categories of Faculty perception: Research requirement for course? Yes No
- 3. More Faculty Perception: Faculty require research component They are aware: students not information literate They know: library instruction improves skills They disagree: point where students should acquire skills
- 4. Skills vs. Knowledge Skills (music, math, language): require practice and review Knowledge: building blocks
- 5. Information Literacy Combination of skills and knowledge: Knowledge: how information is organized, how to ethically use information Skills: researching, writing, citation formats, managing bibliographic information, organizing resources into logical and sound research
- 6. Developing institutional information literacy awareness: Committed administration Staff Development- ACLR Instruction Proficiencies http://www.ala.org/ala/mgrps/divs/acrl/standards/profs tandards.cfm Attention to National Standards ACRL Information Literacy Standards- http://www.ala.org/ala/mgrps/divs/acrl/standards/inde x.cfm
- 7. Staff Proficiencies: Awareness of ACRL Standards Know Learning Outcomes for NSU Programs that are associated with information literacy Learn which courses within the curriculum are research-oriented and faculty who teach these courses Communication between reference and instruction to identify gaps
- 8. Basic Skills: Recognize need for information Knowledge of appropriate resources Construct strategies to locate information Evaluate information Organize, apply, communicate information Synthesize information Use information ethically and appropriately
- 9. What we know about skills: Students learn research skills better if they are assessed on them
- 10. Students motivation: Information seeking Vs. Coping strategies
- 11. Student research methodology Chaotic Vs. Strategic
- 12. Obstacles: Lecture time Faculty unaware of library resources/services Faculty doubts teaching capability of librarian
- 13. Assessment Types: Attitudinal Outcomes-based Gap-measurement Pre-Post testing Assessment within the course (rubric)
- 14. Assessment can improve- by changing the timing of instruction Point-of-care instruction before assessment Vs. All-purpose instruction given at a time that is not related to the assessment
- 15. Education Re-invents the wheel every 15-20 years…
- 16. Learning Outcomes Measure 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
- 17. Instructional Design: Sample questions to use as a template or model-
- 18. 1. Outcome What do you want the student to be able to do?
- 19. 2. Curriculum What does the student need to know in order to perform or demonstrate the outcome?
- 20. 3. Pedagogy What type of instruction will best enable the learning?
- 21. 4. Assessment How will the student demonstrate the learning?
- 22. 5. Criteria/rubrics for evaluation How will I know the student has done this well?
- 23. Goals and Outcomes: Resources ACRL Information Literacy Competency Standards for HE Objectives for Information Literacy Instruction: a Model Statement for Academic Librarians Framework for 21st Century Skills Individual Academic/Professional Standards or Curricular Outcomes associated with Information Literacy
- 24. Assessment Outcomes should be measurable Methods and Tools: Surveys Focus groups Interviews and observations Tests Rubrics Performance assessments