Worskhop Description: How can you assess Information Literacy? Should you assess the process or what students find? Should there be an IL graduation requirement? Educators often ponder these questions and others connected with IL programs. Bring your questions and opinions to this seminar for lively discussion in a search for answers.
Wednesday, May 2, 2007
Week 1 Recommended Activity
Write an outcome for your program, drawing upon one of the 9 principles. Start with that you think most important to work on at the current stage of development of your program.
I chose to write an outcome for Principle 6: Assessment fosters wider improvement when representatives from across the educational community are involved. My outcome: Map the Upper School information projects to the approved Information Literacy Scope and Sequence in order identify the courses and departments principally responsible for implementation. Criteria: Identify information projects originating from each teacher and/or course, and indicate the info lit skills that are currently taught. Assessment: Compare the findings to the Scope and Sequence and identify gaps. Analysis: Prioritize skills that need to be reinforced within departments. Change: Information Literacy Committee meets with Department Chairs to projects within courses, where collaborative lessons can be planned.
Mine is principle 5: Assessment works best when it is ongoing not episodic.
My outcome: Develop an assessment plan that integrates many assessment techniques, including: periodic standardized testing, student evaluations, faculty evaluations, ACRL standard-based assessment for IL initiative, etc.
Criteria: The development of a plan that is acceptable to the curriculum committee.
Assessment: Results from standardized testing, online data from faculty/student evaluations, initiative assessment from IL committee.
Analysis: At-risk population, effectiveness of initiative, effectiveness of instruction, coverage of ACRL standards.
I am forwarding this outcome submitted by Sandra Hussey from another TLT blog location.
I chose to work with principle 6: assessment fosters wider improvement when representatives from across the educational community are involved. Until recently, library instruction ainly happened within public ervices departments; now collection development librarians are involved--and there have been several new hires in that dept. So here goes:
Collection development bibliographers will market the library research instruction program to targeted faculty in their subject areas by October 2007 in order to increase the number of library instruction sessions we teach this fall by 10 additional classes or classes in departments for whom we've not taught recently. The process of marketing the library instruction program will increase the involvement of the collection development bibliographers and make them more active in promoting the program. Continuous, persistent marketing to faculty results in greater faculty awareness of the program and greater likelihood that they will request instruction.
4 comments:
Here's the link to the 9 Principles: www.fctel.uncc.edu/pedagogy/assessment/9Principles.html
I chose to write an outcome for Principle 6: Assessment fosters wider improvement when representatives from across the educational community are involved.
My outcome: Map the Upper School information projects to the approved Information Literacy Scope and Sequence in order identify the courses and departments principally responsible for implementation.
Criteria: Identify information projects originating from each teacher and/or course, and indicate the info lit skills that are currently taught.
Assessment: Compare the findings to the Scope and Sequence and identify gaps.
Analysis: Prioritize skills that need to be reinforced within departments.
Change: Information Literacy Committee meets with Department Chairs to projects within courses, where collaborative lessons can be planned.
Mine is principle 5: Assessment works best when it is ongoing not episodic.
My outcome: Develop an assessment plan that integrates many assessment techniques, including: periodic standardized testing, student evaluations, faculty evaluations, ACRL standard-based assessment for IL initiative, etc.
Criteria: The development of a plan that is acceptable to the curriculum committee.
Assessment: Results from standardized testing, online data from faculty/student evaluations, initiative assessment from IL committee.
Analysis: At-risk population, effectiveness of initiative, effectiveness of instruction, coverage of ACRL standards.
Change: Target at-risk population, modify teaching strategy, compensate for un-met ACRL standards.
I am forwarding this outcome submitted by Sandra Hussey from another TLT blog location.
I chose to work with principle 6: assessment fosters wider improvement when representatives from across the educational community are involved. Until recently, library instruction ainly happened within public ervices departments; now collection development librarians are involved--and there have been several new hires in that dept. So here goes:
Collection development bibliographers will market the library research instruction program to targeted faculty in their subject areas by October 2007 in order to increase the number of library instruction sessions we teach this fall by 10 additional classes or classes in departments for whom we've not taught recently. The process of marketing the library instruction program will increase the involvement of the collection development bibliographers and make
them more active in promoting the program. Continuous, persistent
marketing to faculty results in greater faculty awareness of the
program and greater likelihood that they will request instruction.
Posted by Sandra Hussey to TLT-SWG at 12:51 PM
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