Assessing Information Literacy From the Ground Up

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How to start an information literacy program at your academic library

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Assessing Information Literacy from the Ground Up – Creating a Culture of Assessment Kristy Motz, Randall Schroeder & Mari Kermit-Canfield Ferris State University

Starting Up – Graduate Level Assessments (CMS) ,[object Object]

Ran assessments through several semesters

Summer 2009: Refined questions and mapped them to Information Literacy Competency Standards for Higher Education,[object Object]

Two Saturdays on-site - remaining course online

Assessments run in class first and last day

8 questions pre-instruction (first day of class)

5 questions post-instruction (end of class),[object Object]

Instructor must allow point credit for results to remain in Gradebook.

Students with first-day user ID/password problems can’t reach the assessment.

Questions must be tweaked to fit CMS question software format.,[object Object]

ESPN 505 Special Education ,[object Object]

15 students took Post-Instruction Assessment

Instructor added 2 point bonus for participation

Instructor used CMS with on-campus course,[object Object]

NEXT Steps: Real-Time Undergraduate assessments

Assessment Team’s new focus on Information Literacy Instrument

Announcement of new James Madison Information Literacy Testing,[object Object]

Based on Information Literacy Competency Standards for Higher Education

Designed question by question to highlight targeted standards,[object Object]

Librarians Randall Schroeder, Jill Gremmels, and Karen Lehman

Dr. Judith Griffith, English Faculty Chair

Faculty Buy-in: 3 volunteers worked with us,[object Object]

Testing on concepts not always covered in classes,[object Object]

Successes - Survey Questions Rank the activities on which you spent the most (4) to the least (1) time when you are on the computer. ,[object Object]

Communicating with individuals through Facebook/My Space, IM, or via e-mail. ,[object Object], ,[object Object],

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Assessing Information Literacy From the Ground Up

1. Assessing Information Literacy from the Ground Up – Creating a Culture of Assessment Kristy Motz, Randall Schroeder & Mari Kermit-Canfield Ferris State University

2. FLITE Assessment Team

3. What’s Out There?

5. Ran assessments through several semesters

7. Two Saturdays on-site - remaining course online

8. Class runs eight weeks = ½ semester

9. Assessments run in class first and last day

10. 8 questions pre-instruction (first day of class)

11.

12. Pre-Instruction Course Assessment

13. Post-Instruction Assessment MMBA

14.

15. Instructor must allow point credit for results to remain in Gradebook.

16. Students with first-day user ID/password problems can’t reach the assessment.

17.

18. Summer 2009 MMBA - Hamel

19.

20. 15 students took Post-Instruction Assessment

21. Instructor added 2 point bonus for participation

22.

23. NEXT Steps: Real-Time Undergraduate assessments

24.

25. Assessment Team’s new focus on Information Literacy Instrument

26.

27.

28. Based on Information Literacy Competency Standards for Higher Education

29.

30. Librarians Randall Schroeder, Jill Gremmels, and Karen Lehman

31. Dr. Judith Griffith, English Faculty Chair

32.

33. FSU Focus and Mission

34. Information Literacy a new Concept

35. Implementation and Testing

36.

37. Need for definitive learning outcomes

38.

39.

40.

41. What do we know about our students?

42. Where Do You Get Your Information?

43. Which of these have you done within the last year?

44. How many papers did you write?

45.

46. Assess to learn things – Don’t just assess to assess

47.

48. Improve librarian buy-In

49.

50.

51. Focus on performance indicators

52. Curriculum mapping - Group discussion and consensus

53. 7 performance indicators

54.

55. Discussion and consensus: Team selected 34 questions for Question Bank

56. 12 questions are survey questions asked for every assessment

57.

58. Individualized assessments built by individual library instructors from Question Bank

59.

60.

61. Based on Information Literacy Competency Standards for Higher Education

62.

63.

64. We gave ourselves permission to fail.

65. We didn’t have to be perfect – we just had to start.

66.

67.

68. Curriculum mapping: using assessment data to revise and improve instruction curriculum

69.

70. Allows us to create customized instructions across the curriculum

71.

72. Give Yourself Permission to Fail

73.

Hinweis der Redaktion

Students enrolled in special education.
Number of Students at WartburgCollege Focus – Small, Private, Liberal Arts; Information Literacy Across the Curriculum ProgramImplementation Schedule; Testing Schedule; Buy-In by Faculty; Successes and Challenges