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SUCCESSFULINFORMATIONASSESSMENTLITERACY
Or…. “How to Do It and What to Do Once You’ve Done it”
HLA 2015
Ellen Peterson UH Maui College
Pearl DeSure UH West Oahu
Alphie Garcia UH West Oahu
WHY & HOWWE DO ITInformation literacy is included in Standard 2.2a of the "Teaching and Learning" section. ".... ensure the development of core learning abilities and competencies including, but not limited to, college-level written and oral communication; college-level quantitative skills; information literacy; and the habit of critical analysis of data and argument."
Continued…
WHY & HOWWE DO ITCASLO AssessmentCycle Prezzi
WHY & HOWWE DO ITContinued…IL Rubric Used To Evaluate Evidence
WHY & HOWWE DO IT
WHY & HOWWE DO IT
The evidence demonstrates student achievement of the Information Literacy CASLO at a level of skill appropriate for the degree.
VALUABLE DATAASSESSMENT RESULTS:
Senior capstone ENG 200
VALUABLE DATAASSESSMENT RESULTS:
VALUABLE DATAASSESSMENT RESULTS:
ASSESSMENT RESULTS:SUGGESTIONS FOR
IMPROVEMENTS1: Gap. Faculty avoid research projects or assign research projects with minimal information literacy instruction and practice. These faculty cite issues of workload and courses already overloaded with curriculum that they need to cover.
Sample Suggestion
ASSESSMENT RESULTS:SUGGESTIONS FOR
IMPROVEMENTS1b: Action Plan. Outsource a portion of the information literacy to the experts in the library. Utilize librarians to update students on the latest information literacy tools, resources, and strategies. This can take the form of a classroom presentation or learning module that takes place in the library or online.
Sample ActionPlan
WHAT TO DOWITH IT!?• Understand & Interpret• Spin It & Talk About It: “
We’re Failing Our Students!”
• Use it to Leverage Funding & Other Types of Support
• Implement Suggestions
WHAT TO DOWITH IT!?• Improve assessment
strategies• Move towards developing
a formalized information literacy program• with institutional
support
& CHALLENGESOBSTACLES
• Closing the Loop
• Faculty Buy-InSuggested Solution: “What’sIn The Box?”
Embed intoProgram Review
What’s in the box?
BA By English Professor Eric Engh,
UHMC
Hint #1Common features of A:• Intimidated/alienated by academic culture.• Challenged by socio-economic conditions.• Have pre-college-level academic skills.• Lack the habit of literacy in their lives. • Own a device that provides an endless supply of entertaining
distractions and fits comfortably in a standard sized pocket.• Struggle to sustain interest/focus beyond a few minutes when
passive.• Have low-level external support for their decision to attend
college.• Cram college-work into an extremely busy weekly schedule that
includes work and family duties.• Lack a reasonable expectation of the level of work required to
attain a college degree.
Hint #1 (part two)Common features of A:• Have developed an armor of defense mechanisms
to discount the value of an education and justify quitting or failure.
• Have unrealistic expectation and delusional goals.• Long for meaningful interpersonal connections.• Thrive in contexts that foster intellectual
stimulation and authentic personal growth.• Possess unlimited potential.
What’s in the box?
BA
Hint #2Intended features of B:• Prepared to make choices and engage in
behaviors that lead to a vital, meaningful life.
• Ready for effective performance in the workplace or subsequent academic work.
• Prepared for participation in a multi-cultural, democratic society.
What’s in the box?
• Prepared to make choices and engage in behaviors that lead to a vital, meaningful life.
• Ready for to effective performance in the workplace.
• Prepared for participation in a multi-cultural, democratic society.
• Intimidated/alienated by academic culture.• Challenged by socio-economic conditions.• Have pre-college-level academic skills.• Lack the habit of literacy in their lives. • Own a device that provides endless entertaining
distractions and fits comfortably in a standard sized pocket.
• Struggle to sustain interest/focus beyond a few minutes.• Have low-level external support for their decision to
attend college.• Cram college-work into an extremely busy weekly
schedule that includes work and family duties.• Lack a reasonable expectation of the level of work
required to attain a college degree.• Have developed an armor of defense mechanisms to
discount the value of an education and justify quitting or failure.
• Lack a reasonable expectation of the level of work required to attain a college degree.
• Have developed an armor of defense mechanisms to discount the value of an education and justify quitting or failure.
• Have unrealistic expectation and delusional goals.• Long for meaningful interpersonal connections.• Thrive in contexts that foster intellectual stimulation and
authentic personal growth.• Possess unlimited potential.
What’s in the box?
BATransformational student learning!
What’s in the box?The box is challenging and stimulating.
BA
Rigorous learning experiences that stimulate exploration and challenge self-expectations.
What’s in the box?The box feels relevant.
BA
Learning activities that apply knowledge and skills to chosen aspirations or the reality of everyday life.
What’s in the box?The box welcomes students as
they are, but challenges them to grow.
BA
Instruction and interaction that balances affirmation of identity with the challenge to grow into alien intellectual territory.
What’s in the box?The box is a place for meaningful connections.
BACollaboration with classmates and personal interaction with my instructors.
What’s in the box?The box is a place where students feel like people want them to succeed.
BASupport from a variety of sources that welcome and address my unique challenges.
Information Literacy CASLO Assessment:
The purpose of CASLO Assessment is to identify opportunities to improve student learning. Improve
what happens in here!
Information Literacy CASLO Assessment:
Identify gaps and inspire action plans for improvement.
Information LiteracyCASLO Assessment:
Identify best practices to share and spread across the campus.
& CHALLENGESOBSTACLES
• Institutional support
• Managing
expectations
OPPORTUNITIES • Identification of Best
Practices & Areas for Improvement
• Highlight Library Services
• Leverage data to secure Funding
INNOVATIONS • Recognizing that IL is a
Campus-Wide responsibility
• Identifying New Partners for Improving IL on Campus
• Including the Employer Community in Assessment
YOU!THANK Ellen Peterson UH Maui College [email protected]
Pearl DeSure UH West Oahu [email protected]
Alphie Garcia UH West Oahu [email protected]
