Presentation at NEAISL - ePortfolios and Information Literacy Assessment

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Eportfoliosand Information Literacy Assessment

NELINEThttp://moodle.nelinet.net/moodle/


My background


• Web-based storage for student work in all media types.

• Not limited to one course or any course.

• Reflections that emphasize learning/thinking processes and build connections across learning experiences.

• Rubrics to assess student learning, including self-assessment.

• Ability to design multiple portfolio views for difference audiences.


Enter Generation Y...The Millennials

● Freedom of choice and expression

● Customization and personalization

● Transparency

● Values and integrity

● Play and interactivity

• Collaboration and relationships

• Speed of communication

• Innovation


Eportfolios and the 8 Norms

● Students choose the works that best highlight their learning.

● Students choose creative and playful forms of expression for their ideas.

● Teachers provide structure and guidance through explicit goals and rubrics.

● Students share portions of their portfolio with their friends, parents, employers...

● Students self-assess along with teacher assessments.


The School 2.0 – 7 Tips

• Don't throw technology into the classroom and hope for good things.

• Cut back on lecturing.

• Empower students to collaborate.

• Focus on lifelong learning, not teaching to the test.

• Use technology to get to know each student.

• Design educational programs according to the eight norms.

• Reinvent yourself as a teacher, professor or educator.


College Readiness

• Lack of critical thinking skills

• Lack of citation skills and plagiarism

• Failure to use credible, authoritative information sources

• Lack of depth to research and analysis

• Lack of writing skills


ACRL Standards

Information Literacy DefinedInformation literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information."


Opportunitiesfor Assessment

• Reflections on thinking, learning that expose understanding of process and connections between learning and practice.

• Assessments of progress toward defined learning goals that can be measured over time.


Reflections


Reflections

• Standard- Historical Research, Evidence, and Point of View # 5 Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations. (RESEARCH)

• Assignment Name- Legal Eagle Research Project: Bullying

• Objective- Research “bullying” and write an essay about the subject. Figure out the causes and effects bullying has on today’s society using real life examples/ situations. Come up with solutions to the problem.

• Question Prompt- How could I improve this work?


I could have improved my bullying essay.

There have been many times in my life where I have been in “bullying” situations. I could have expanded the idea of bullying and also my essay more, by using my actual situations. Although I’ve overcome most of the hard times I’ve been through, I still think about the damage that’s been done to me. There could have been many more concrete details and commentary added in my essay. A couple paragraphs would have been included to show how serious bullying is to me and also teenagers all around the world. There were quite a few examples I used but mine would have displayed a better understanding to it because it would be my problems and feedback.

I could have made some of my questions that I used for my essay more interesting and it would have led me to writing a better essay.

I should have found a few more websites that had actual examples of bullying, therefore I could have shown how bullying happens all around the world. Finding more websites would have improved my essay because I could have added additional information on bullying.

Those were all ways I could have improved my work.


Assessment and Rubrics

University of Wisconsin - Stout


Ideas

• Does the artifact demonstrate a thorough understanding of "audience" needs.

– The information presented and source consulted are audience appropriate.

– The structure/information flow of the artifact effectively communicates the desired message.

– The artifact addresses answers to anticipated questions.


Ideas

• The student research conducted:

– Makes appropriate use authoritative library, Web and other available information sources.

– Is presented using appropriate visuals and other media that enhance understanding and persuasion when appropriate.


Ideas

• Take a moment to reflect on your use of different types of information sources in your research and the preparation of this artifact.

• Discuss how different types of information contributed to the successful completion of this project.

• What did you learn that will help you in future projects of this type?

• What related feedback do you have for your instructor or the library that would result in a better experience?


Ideas

• Reflect on the mental processes you used to determine what information you needed for your topic and audience.

• Discuss how you determined which information sources to consult in relation to those needs.

• What challenges did you have?

• What did you learn that will help you in future courses?

• How will you relate this learning to your future career?


Questions? Thoughts?More on Library Planning, Assessment & Information Literacy?

Stay in touch

Stephen Spohn [email protected]

Thank you

Thanks for your time! Let us know about your successes and challenges with planning and assessment.

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Presentation at NEAISL - ePortfolios and Information Literacy Assessment