Strike while the iron is hot! Bringing Information Literacy into Campus Assessment Efforts (some rights reserved Scott Adams) Jeanne Davidson & Anne-Marie.
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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
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
Research as a Conversation eavesdropping entering engaging
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
Are you using information literacy competencies or standards? Some rights reserved (Be_Still)
6-9 per group Designate a note- taker & facilitator Listen! Script your questions Spend your time on key questions
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
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.
Next steps next steps Some rights reserved (Malingering)
“How can I teach this right now?” Learning Objects Classroom Assessment Techniques Faculty workshops
Next next steps competency assignments outcome lesson plans tutorials learning objects teaching tools (Tracking use & placement in the curriculum) assessments CATs quizzes rubrics
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.
WILU35: Charting a course for instruction 11 May 2006 Questions? Thank you!