I have been reading and rereading the nine principles, and have settled on No. 3, which talks about how assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. My thought is that once we officially establish our program outcomes, we will be able to more easily explain the benefits of learning the information literacy competency skills (jargon our faculty doesn't quite understand) to their students, in their subject area.
We currently have outcomes created for individual instruction sessions, but nothing for the entire program, so I hope I am going in the right direction for this. I know what I want to accomplish every time I walk into the classroom, but am struggling to make sense when trying to apply current practices that we follow. So, my outcome is as follows:
Librarians will initiate and develop collaborative efforts with faculty in all academic areas in order to create student-centered lesson plans which integrate information literacy competency skills with course content and required research assignments.
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Marianne - this is great. "Rolling up" from the classroom to the program level is a great challenge but one that will help you understand the scope of the libraries' impact and perhaps how to strategize improvements. I'll ask you the same question I asked Peggy. Now that we have moved into the Assessment cycle, exploring not only outcome statements but also establishing criteria (how will you know?) and assessments (how will you gather the data), can you revise this outcome statement? Which of the elements included in this outcome statement might be considered activities which could be used as criteria for evaluating whether the outcome has been achieved? Is there a means of expressing the 'why' in this outcome statement using language that is meaningful at an institutional level, not only for the library/IL insiders? Are there learning goals established (or implicit) at your institution which IL can contribute to? I ask since you specifically mentioned the disconnect over jargon. How can IL align with institutional goals, and can that be expressed in outcome statements that will be meaningful to a broad institutional audience?
Anne Zald
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