1. Strike while the iron is hot! Bringing Information Literacy into Campus Assessment Efforts (some rights reserved Scott Adams) Jeanne Davidson & Anne-Marie Deitering: WILU35: 11 May 2006

2. A few small tasks…

3. Who’s watching? How we started Campus partners Results & next steps What we learned

5. Accreditation is the means of self-regulation and peer review adopted by the educational community. The accrediting process is intended to strengthen and sustain the quality and integrity of higher education, making it worthy of public confidence and minimizing the scope of external control. -- MSCHE, Characteristics of Excellence in Higher Education

8. What do you have to do to show you’re doing a good job? Some rights reserved (Be_Still)

9. some rights reserved (Distinguish)

10. Degree Program Proposal Checklist (Alberta Advanced Education, November 2005)

11. NWCCU Standard Four: Faculty Required documentation for Standard 4, Adopted 1992, revised 2001

12. some rights reserved (Fez)

13. Accountability

14. Asking the right questions

15. Some rights reserved (Be_Still) What should we be asking?

16. Shifting focus From To learningteaching inputs & outputs outcomes new program reviews iterative, ongoing assessment

17. Peggy Maki, Assessing for Learning

18. QUALITYQUALITY Looking at user communities from the perspective of the library. The library in the life of the institution. Looking at the library from the “customer’s” perspective.

19. Aligning with campus goals Defining what you bring to the table When the pressure to assess is on: Striking while the iron is hot.

20. About OSU 19,000 Undergraduate thru Ph.D. Land grant, publicly funded 7 Colleges Common baccalaureate core Library instruction program

21. ACRL Standards –first try

22. ACRL/ILCS were difficult to use. Our program was reactive & inefficient. Process itself proved useful.

23. Meanwhile…

25. Research as a Conversation eavesdropping entering engaging

26. The information literate student determines the nature and extent of the information needed. The information literate student accesses needed information effectively and efficiently The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. Successful learners… Recognize the need for information Find information efficiently Learn from information gathered Use information effectively

27. Are you using information literacy competencies or standards? Some rights reserved (Be_Still)

28. Shared goals Shared challenges Diversity Expertise Connections Campus Conversations

29. Conversations with faculty

30. 6-9 per group Designate a note- taker & facilitator Listen! Script your questions Spend your time on key questions

31. First draft Interpret a citation or reference to a particular book, article or other piece of information and use that reference to find the cited source. Understand the economic and legal place of information in a capitalist society and can weigh the costs and benefits of retrieving different pieces of information. Identify the parts of a citation that will lead them to a source of information, regardless of format Analyze the costs and benefits of retrieving particular information sources, recognizing that there may be economic, social, political or legal restrictions to consider. Redraft

32. Results Librarians starting new conversations. Stronger library-wide commitment to Librarians’ expertise recognized. Faculty incorporating IL more broadly. Faculty extending the conversation. student success goals.

33. Next steps next steps Some rights reserved (Malingering)

34. Mapping outcomes to competencies

35. Mapping to the curriculum Some rights reserved (Mr. Wind-up Bird)

36. Curriculum survey

37. “How can I teach this right now?” Learning Objects Classroom Assessment Techniques Faculty workshops

38. Next next steps competency assignments outcome lesson plans tutorials learning objects teaching tools (Tracking use & placement in the curriculum) assessments CATs quizzes rubrics

39. What we learned √ Bring something to the table. √ Strike while the iron is hot. √ Food brings people together. √ Tell others how they can help you. √ People need to see themselves in what you’re doing.

40. WILU35: Charting a course for instruction 11 May 2006 Questions? Thank you!