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WASC ARC. Los Angeles, CA. Apr. 2014.
Citation preview
Information Literacy in the New
Core Curriculum
Elisa Slater Acosta
Library Instruction Coordinator
Loyola Marymount University
What is Information Literacy?
Definitions
“Information 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” (ACRL)
“Information literacy empowers people in all walks of life to seek, evaluate, use, and create information effectively to achieve their personal, social, occupational and educational goals” (UNESCO)
Image courtesy of Beloit College Library http://www.beloit.edu/library/infolit/
ACRL Information Literacy Standards
http://www.ala.org/acrl/standards/informationliteracycompetency
WASC Accreditation
CORE COMPETENCIES
WRITTEN COMMUNICATION
ORAL COMMUNICATION
QUANTITATIVE REASONING
INFORMATION LITERACY
CRITICAL THINKING
WASC 2013 Handbook of Accreditation, CFR 2.2a
Loyola Marymount University
• Private Jesuit and Marymount university in Los Angeles, CA
• 6,087 Undergraduate• 2,220 Graduate
• WASC visit Fall 2014
WASC Assessment
institution-level assessment
LMU Undergraduate Learning Goals and Outcomes (2010)
Information literacy:
Students will be able to identify information needs,
locate and access relevant information and critically
evaluate a diverse array of sources
http://www.lmu.edu/about/services/academicplanning/assessment/Undergraduate_Learning_Goals_and_Outcomes.htm
Sources of Evidence
• Direct Measure: Looks at student work products or performances that demonstrate learning
• iSkills Testing
• Indirect Measure: Captures students’ perceptions of their learning and the educational environment that supports learning
• National Survey of Student Engagement (NSSE)
• 2012 Alumni Outcomes Survey
7
Powerpoint slide courtesy of the LMU Office of Assessment
LMU Assessment Cyclefor information literacy outcome
2012 iSkills Testing
Alumni Outcomes SurveyNSSE
2013 Evidence Report
2014 Actions for
Improvement
Massa, Laura and Kasimatis, Margaret. Meaningful Assessment of the WASC Core Competencies (Mini-workshop) 2013http://2013.wascarc.org/content/meaningful-assessment-wasc-core-competencies-mini-workshop
New Core Curriculum
course-level & program-level assessment
Core Outcomes (25)
Through the LMU Core, students will be able to…
• collect, interpret, evaluate and use evidence to make arguments and produce knowledge.
• identify information needs, locate and access information and critically evaluate sources.
Info Lit Flag
http://www.lmu.edu/libraries_research/cte/Resources/New_University_Core_Curriculum.htm
First Year Seminar
First Year Seminar
• Freshman requirement – Fall Semester
• Assign at least 10% of the course grade on the basis of assessed information literacy, which must include completion of standardized tutorials prepared by LMU librarians
Information Literacy Outcomes:
1. Be able to evaluate sources for quality (e.g., by learning to differentiate between scholarly and popular sources)
2. Acquire research skills including use of the library catalog and electronic databases to retrieve books or articles, whether in print or online
http://www.lmu.edu/Assets/First+Year+Seminar.pdf
Lion’s Guide to Research & The Library
Public version of the tutorialhttp://library.lmu.edu/research/researchtutorials/
Module 2
Module 2
Module 3
Module 3
Quiz
Overall Average Scores:FYS Info Literacy
Starting… Types of Info
Finding & Evaluating
Using Info Ethically
75%
80%
85%
90%
95%
100%
87%
78%
84%
80%
93%
82%
86%87% Module (across 74
courses)
Quiz (across 69 courses)
Mapping Course Outcomes to Quiz Questions
Planned Improvements
Break down content into smaller, shorter chunks
Create a “handbook” that includes a summary of key points/content covered in tutorials & other supporting materials
Encourage more integration of content into FYS course and provide assignment or activity suggestions
Rhetorical Arts
Rhetorical Arts
• Freshman requirement – Spring Semester
• Assign at least 10% of the final course grade on the basis of information literacy, with a librarian-led workshop and one or more course-integrated assignments
Information Literacy Outcomes:1. Conceptualize an effective research strategy and then collect, interpret,
evaluate and cite evidence in written and oral communication
2. Distinguish between types of information resources and how these resources meet the needs of different levels of scholarship and different academic disciplines
http://www.lmu.edu/Assets/Rhetorical+Arts.pdf
Course Integrated Assignments
Assessment
Library Rubrics • Annotated Bibliography• Research Diary
Core Assessment Committee• Collect random sample of
student work• Modify & calibrate the
rubric• May 2014?
Information Literacy Flag
Information Literacy Flag
• All students must take one Info Lit Flagged course to graduate
• Any course at the 200 level or higher is eligible
• No course may carry more than two flags
• At least 10% of the total course grade must assess information literacy
Learning Outcomes – IL Flag
1. Select information that provides relevant evidence for a topic.
2. Find and use scholarly and discipline-specific professional information.
3. Differentiate between source types (differences include primary vs. secondary vs. tertiary sources; scholarly vs. popular sources; professional vs. academic) recognizing how their use and importance vary with each discipline
4. Evaluate resources for reliability, validity, accuracy, authority, and bias.
“Assignment as Assessment”
• Poster• Research Prospectus• Historical Trace• Scientific Literature Review• Podcast• Research Journal/Blog• Citation Chasing• Business Plan• Source Evaluation• Annotated Bibliography
http://lmulibrary.typepad.com/lmu-library-news/2012/03/undergraduate-research-symposium.html
Program Assessment
Rubric Resources• AAC&U VALUE Rubrics• RAILS - Rubric Assessment of Information Literacy Skills• Locally developed rubrics
Librarians can help…
• Designing & Revising IL assignments
• Instruction - teaching search strategy, how to evaluate sources
• Custom Research guides/Online tutorials
• Assessment - rubrics & testing• Get Help - research consultation
appointments, chat or text-a-librarian, in-person or phone help
Image created by Jamie Hazlitt, Outreach Librarian
Additional Information
.
• PPT Slides: http://works.bepress.com/elisa_acosta/7
• Contact Information:
Elisa Slater Acosta
All images are from Microsoft Office clip art unless noted.
SIG-2 California Academic and Research Libraries (CARL): Information Literacy Is Core: From Building Assessment Capacity to Accreditation
April 23, 2:00 pm - 4:00 pm
Atrium 3
This SIG gathering is designed for librarians, teaching faculty, and academic administrators who wish to learn more about what distinguishes information literacy from other core competencies and how to promote its development on campuses. We will discuss strategies for creating awareness and building relationships with specific groups and/or units at academic institutions. Assessment instruments and methodologies will be reviewed, and examples provided of implementation of information literacy assessment at different levels. The gathering will conclude with implications for accreditation.• Convener: Les Kong
CARL Executive Board member and Coordinator, Media Services
California State University, San Bernardino• Panelists: Lynn Lampert
Chair, Research, Instruction and Outreach Services, and Information Literacy Librarian
California State University, Northridge• Panelists: Catherine Palmer
Department Head, Education and Outreach, UC Irvine Libraries
University of California, Irvine• Panelists: Elisa Slater Acosta
Coordinator, Library Instruction
Loyola Marymount University• Panelists: Henri Mondschein
Manager of Information Literacy, Pearson Library
California Lutheran University