1. Courtney Mlinar
NSU Libraries
Fall 2011

2. 2 categories of Faculty perception:
Research requirement for course?
Yes
No

3. More Faculty Perception:
 Faculty require research component
 They are aware: students not information literate
 They know: library instruction improves skills
 They disagree: point where students should acquire
skills

4. Skills vs. Knowledge
 Skills (music, math, language): require practice and
review
 Knowledge: building blocks

5. Information Literacy
Combination of skills and knowledge:
Knowledge: how information is organized, how to
ethically use information
Skills: researching, writing, citation formats, managing
bibliographic information, organizing resources into
logical and sound research

6. Developing institutional
information literacy awareness:
 Committed administration
 Staff Development- ACLR Instruction Proficiencies
http://www.ala.org/ala/mgrps/divs/acrl/standards/profs
tandards.cfm
 Attention to National Standards
ACRL Information Literacy Standards-
http://www.ala.org/ala/mgrps/divs/acrl/standards/inde
x.cfm

7. Staff Proficiencies:
 Awareness of ACRL Standards
 Know Learning Outcomes for NSU Programs that are
associated with information literacy
 Learn which courses within the curriculum are
research-oriented and faculty who teach these courses
 Communication between reference and instruction to
identify gaps

8. Basic Skills:
 Recognize need for information
 Knowledge of appropriate resources
 Construct strategies to locate information
 Evaluate information
 Organize, apply, communicate information
 Synthesize information
 Use information ethically and appropriately

9. What we know about skills:
 Students learn research skills better if they are
assessed on them

10. Students motivation:
Information seeking
Vs.
Coping strategies

11. Student research methodology
Chaotic
Vs.
Strategic

12. Obstacles:
 Lecture time
 Faculty unaware of library resources/services
 Faculty doubts teaching capability of librarian

13. Assessment Types:
 Attitudinal
 Outcomes-based
 Gap-measurement
 Pre-Post testing
 Assessment within the course (rubric)

14. Assessment can improve- by
changing the
timing of instruction
Point-of-care instruction before assessment
Vs.
All-purpose instruction given at a time that is not related
to the assessment

15. Education
Re-invents the wheel every 15-20 years…

16. Learning Outcomes
 Measure what students are learning as a result of our
teaching: puts focus of teaching on students instead of
test scores.
 Students who analyze their learning process become
better learners
 Assessment on learning outcomes helps students
identify their learning gaps and evaluate their learning
experience

17. Instructional Design:
 Sample questions to use as a template or model-

18. 1. Outcome
What do you want the student to be able to do?

19. 2. Curriculum
What does the student need to know in order to perform
or demonstrate the outcome?

20. 3. Pedagogy
What type of instruction will best enable the learning?

21. 4. Assessment
How will the student demonstrate the learning?

22. 5. Criteria/rubrics for evaluation
How will I know the student has done this well?

23. Goals and Outcomes:
Resources
 ACRL Information Literacy Competency Standards for
HE
 Objectives for Information Literacy Instruction: a
Model Statement for Academic Librarians
 Framework for 21st Century Skills
 Individual Academic/Professional Standards or
Curricular Outcomes associated with Information
Literacy

24. Assessment
Outcomes should be measurable
Methods and Tools:
 Surveys
 Focus groups
 Interviews and observations
 Tests
 Rubrics
 Performance assessments