Nancy Allen Britt McGowan Kristy Padron CSUL PSPC Information Literacy Subcommittee December 13, 2010

1. Mission 2. Goals & Objectives 3. Planning 4. Admin. & Institutional Support 5. Articulation w/ the Curriculum 6. Collaboration 7. Pedagogy 8. Professional Development (Staffing) 9. Outreach 10. Assessment/Evaluation

 Articulates its mission, goals, objectives, pedagogical foundation  Is tied to library and institutional goals  Involves constituents  Includes a staff development component  Establishes means for implementation  Conducts and reacts to ongoing SWOT analysis  Establishes a process for assessment at the outset

OutcomesCriteriaAssessmentAnalysisChange

 Extent of horizontal scope of program: how many course, majors, programs are reached?  Degree of vertical integration of program: how are parts of program articulated over a 2-4 year period? (general studies, research methods, capstones)

Example: Cal Maritime Library /curriculummap.pdf

1. Structural Analysis, design 2. Human Resource Support, empowerment 3. Political Advocacy, coalition-building 4. Symbolic Inspiration, framing experience

 Behavorism  Cognitivism  Humanism  Constructivism

 You talking?  Students talking to you?  Students talking to each other?  Students writing?  Students thinking?  Students listening and viewing media?  Other?

 Concentrate on 3 most important things you want the students to learn or go away with.  Develop outcomes for your sessions and teach them.

Closed Stacks Reader’s Advisory Bibliographic Services Information Literacy Pre-19 th C. 1920s1950s 1993 ( ) Carnegie Libraries Built (1907) U.S. receives 1.7 million immigrants (1929) Great Depression ( ) WWII/GI Bill (1957) Sputnick 1 (1965) Education Acts: Higher Ed & K-12 (1990s) Constructivism in Teaching & Learning, Ubiquitous technology, Millennials increase student population.

Collaborative, Hands-On Student Learning Outcomes Applied Learning Managing Information Overload Encouraging Life- long Learning Lecture-Based Teaching Outcomes “Sage on The Stage” Active Learning Learning & The Real World

 Identify institutional/programmatic expectations for student learning.  Create learning outcomes that parallel institutional expectations.  Measure the patterns of student learning.  Examine results to suggest changes.  A continuous process. Maki, P.L.(2002). Developing an assessment plan to learn about student learning. The Journal of Academic Librarianship, 28(1): Assessment: interpreting information about students’ achievement, and using that information to make decisions about lessons, course structure/content, grading, or program. (ə’sεsmənt)

See also the assessment presentation by Carole Hinshaw & Kristy Padron (2006). assessment presentation assessment presentation  Can be done on a program-wide basis and during instruction.  Techniques may vary because of purpose of assessment.  Summative assessment: measures the level of learning after a phase of education (grades, capstone  Formative assessment: measures strengths and challenges in immediate instances of learning (observations, feedback, and “response comments”).  Assessment can be formal or as informal as needed.  What to assess can be prioritized. (ə’sεsmənt)

 Many theoretical underpinnings and “How-to’s.”  Information literacy teach-in to interested faculty and staff.  Leadership and campus culture sessions helped in my communication skills.  However, I received mixed messages for IL…