ACRL 2013 panel with Sean Stone and Natalie Tagge. Audio available at https://www.evernote.com/shard/s35/sh/e086204a-7928-4aac-b96f-a073277fe77a/eb7866b50131d7c23fd7553cc8f33a7c Description: "Is library instruction madness making it difficult to take a step back and really assess your program’s effect on student learning? Find out how one library is using three interconnected pilots, instructor portfolios, curriculum mapping, and information literacy rubrics to provide a scalable structure to assess and enhance student learning. The presenters will outline the initiatives’ implementations at their library and offer best practices to inspire audience members to adopt one or more method locally."

1. C H A R B O O T H S E A N S T O N E N A T A L I E T A G G E
m e t h o d s b e h i n d t h e
(instructional) MADNESS
T H E C L A R E M O N T C O L L E G E S L I B R A R Y

2. # A C R L 2 0 1 3
@ honnoldlibrary
@ c h a r b o o t h

3. m e t h o d s b e h i n d t h e
(instructional) MADNESS

4. e n h a n c i n g l e a r n i n g t h r o u g h

5. e n h a n c i n g l e a r n i n g t h r o u g h
M A P P I N G

6. e n h a n c i n g l e a r n i n g t h r o u g h
M A P P I N G
P O R T F O L I O S

7. e n h a n c i n g l e a r n i n g t h r o u g h
M A P P I N G
P O R T F O L I O S
R U B R I C S

8. M A P P I N G
P O R T F O L I O S
R U B R I C S

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THE CLAREMONT COLLEGES

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THE CLAREMONT COLLEGES

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T H E L I B R A R Y

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14. E V A L U A T I O N
I L i n f r a s t r u c t u r e

15. E V A L U A T I O N
C O L L A B O R A T I O N
I L i n f r a s t r u c t u r e

16. E V A L U A T I O N
C O L L A B O R A T I O N
I M P R O V E M E N T
I L i n f r a s t r u c t u r e

17. { }
1
M A P P I N G
P O R T F O L I O S
R U B R I C S

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CONTEXTUAL / CULTURAL INVESTIGATION

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C O N C E P T / M I N D M A P P I N G
m i n d o m o . c o m

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C O N C E P T / M I N D M A P P I N G
assessment & project planning
COMMUNITY & CAPACITY BUILDING
brainstorming & discussion capture
C U R R I C U L U M V I S U A L I Z A T I O N

21. { assessment
COMMUNITY
brainstorming
&
C U R R I C U L U M
KNOWLEDGE
&
&
project
CAPACITY
discussion
planning
BUILDING
capture
V I S U A L I Z A T I O N
MANAGEMENT
}

22. C U R R I C U L U M V I S U A L I Z A T I O N

23. C A M P U S

24. P R O G R A M

25. REQUIREMENTS

26. O B J E C T I V E S / O U T C O M E S

27. A N N O T A T I O N S

28. INSIGHT
+
STRATEGY

29. CASE STUDY: ENVIRONMENTAL ANALYSIS
b i t . l y / c c l - e a m a p 2 0 1 2 - 1 3

30. MAP DEVELOPMENT: INFORMATION SOURCES

31. MAP DEVELOPMENT: INFORMATION SOURCES
c a t a l o g s s c h e d u l e s w e b s i t e s

32. 7-BRANCH STRUCTURE REFLECTS PROGRAM
c a t a l o g s s c h e d u l e s w e b s i t e s

33. L A Y E R E D C A M P U S - L E V E L D E T A I L

34. L A Y E R E D C A M P U S - L E V E L D E T A I L

35. L A Y E R E D C A M P U S - L E V E L D E T A I L

36. INSTRUCTION STRATEGY: CORE SEQUENCE

37. INSTRUCTION STRATEGY: CORE SEQUENCE

38. O U T C O M E : C A P S T O N E E M B E D D I N G

39. O U T C O M E : O A T H E S I S U P L O A D S

40. O U T C O M E : E A W E B S I T E I N T E G R A T I O N

41. O U T C O M E : F E A T U R E R E Q U E S T S

42. OUTCOME: PROJECT/OUTREACH TESTBED

43. T R A C K I N G
O U T C O M E S

44. S C A L I N G U P : M A P P I N G P R O G R A M P L A N
b i t . l y / c c l - p r o j e c t m a p 2 0 1 2 - 1 3

45. S C A L I N G U P : M A P P I N G P R O G R A M P L A N

46. S C A L I N G U P : M A P P I N G P R O G R A M P L A N

47. { }
M A P P I N G P O S I T I V E S
powerful knowledge management tool
INDIVIDUAL & INSTITUTIONAL BENEFIT
flexible for IL, outreach, & collections
STRATEGIC & STRUCTURAL VIEW

48. { steep learning curve in
ADMINISTRATIVE SUPPORT REQUIRED
time spent
M A P P I N G
is
some
structure-dependent
MUST PERCEIVE VALUE IN EXERCISE
C A V E A T S
cases
}

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50. { R U
P A I N ?
B R I C S }

51. { F a c u l t y m a y n o t k n o w
what they want you to do
or how to define info lit…
}

52. { F a c u l t y m a y n o t k n o w
what they want you to do
or how to define info lit…
…but
they
they ALL know what
want from students. }

53. { R U B R I
c u s t o m i z e
R O A D M A P
o f l e a r n e
C O M P E T E N C I E
C
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54. m a p p i n g
R E S O U R C E S C A L A B I L I T Y
T A R G E T E D I N S T R U C T I O N
S T U D E N T C O M P E T E N C I E S
r u b r i c s

55. ! ! ! ! ! !
! Rating = 4 Rating = 3 Rating = 2 Rating = 1 Score
Performance Area “Proficient” “Competent” “Developing” “Beginning”
Location/Scope of Information Student develops Student develops a Student develops an Student develops a !
! a thorough bibliography with incomplete bibliography bibliography using
--Has the student independently identified the bibliography with several sources of that contains major errors only web-based or
extent of information needed for a project? multiple and information but shows indicative of no coherent Popular media
! diverse sources of little attempt to diversify search strategy sources. No
--Has the student included multiple sources of information. sources. evidence that
information and /or provided evidence of having Search strategy is a formal search
employed a search strategy? evident. strategy was
used.
Evaluate Information Sources explore Sources are all relevant Sources are mostly Sources used are !
! multiple contexts to the topic and relevant to the topic of not relevant or are
--Has the student demonstrated an effort to for how information represent a wide range the project but represent ancillary to the topic
assess the relevance of retrieved information? is crafted and of viewpoints only a narrow range of of the project
! student discusses viewpoints
--Has the student included an evaluation of the limits of current
potential bias in the information being used to information
construct arguments?
Analyze Information Effectively analyzes Student attempts to Student makes reference Project lacks !
! information from perform some to the analysis used by fluency or student
--Has the student demonstrated proficiency with multiple sources analysis of information others without performing work is segmented
the appropriate tools necessary to understand how into a project that but the approach is original analysis in such a way
information sources are related? represents new or not entirely that arguments are
! novel information appropriate for the unstructured
--Has the student used appropriate analysis project
framework to integrate information into an
Interpret Information
argument? Student organizes, Student develops Student develops some Student largely !
! synthesizes, and unique thoughts but unique thoughts but recapitulates
--Has the student used information and the articulates communicates the new generates some flawed arguments of
analysis of it to offer a unique narrative? information in information in an interpretations others without an
! a way that is oblique manner original synthesis
--Does the student understand how to effectively accessible to
communicate and interpret information for an intended audience
audience?
Ethics of Information Proper use of Citations / bibliography Some (but not all) source No or very few !
! paraphrasing/ are complete but material is cited; citations; incomplete
--Does the student display an awareness and citations / footnotes inconsistent paraphrased material isn't bibliography;
understanding of the ethical and legal guidelines / bibliography stylistically; properly cited or material is quoted
for appropriate use of information? paraphrased material re-stated without proper
is not properly cited attribution
!

56. C O U R S E I N T E G R A T I O N M A P & R U B R I C

57. First Year Second Year Third Year Fourth Year
Performance Area
Students Students Students Students
Location/Scope of Information Student is capable of Student is capable of Student can develop a Student can develop a
• Has the student independently identified the developing a bibliography developing a bibliography bibliography with several thorough bibliography with
extent of information needed for a project? using more than web-based that is basic but begins to sources of information and is multiple and diverse
or popular media sources. show an understanding of beginning to use sources sources of information
• Has the student included multiple sources of They are able to able very coherent search strategies and strategies that require a showing the student has
information and /or provided evidence of having basic and general search and an understanding of deeper understanding of developed a personal
employed a search strategy? strategies. how to utilize EA resources. sub-disciplines within EA. research identity within
EA.
• Does the student grasp the diversity of and major
sources of EA literature?
Evaluate Information Sources are appropriate to Sources are more relevant Sources are all relevant to Sources explore multiple
• Has the student demonstrated an effort to assess the topic of the project but to the topic of the project the topic and represent a contexts for how
the relevance of retrieved information? sometimes tangential. but may be derived from the wide range of viewpoints as information is crafted and
Student only understands most obvious of “good” well as types and levels of student can discuss the
• Has the student included an evaluation of the most basic categories resources. EA information as limits of current information
potential bias in the information being used to and types of information. appropriate. in the context of current EA
construct arguments? information.
Analyze Information Student analysis is Student begins to more Student can perform Student effectively analyzes
• Has the student demonstrated proficiency with segmented in such a way effectively analyze EA original analysis of information from multiple,
the appropriate tools necessary to understand that arguments are information across increasingly specific advanced sources into a
how information sources are related? sometimes poorly structured disciplines and recognizes information and integrate project that represents
due to a limited multiple approaches to the analyses into complex significant new or novel
• Has the student used appropriate analysis understanding in properly analysis based on the type projects information in their field of
framework to integrate information into an analyzing EA information. of information. interest within EA.
argument?
Interpret Information Student has limited original Student expresses a greater Student develops unique Student organizes,
• Has the student used information and the synthesis and often understanding of the thoughts on diverse EA synthesizes, and articulates
analysis of it to offer a unique narrative? recapitulates arguments of literature by beginning to topics and related fields and advanced information in
others with only minor create wholly original ideas begins to recognize the a way that is accessible to
• Does the student understand how to effectively changes. from an original synthesis of importance of proper intended audience.
communicate and interpret information for an the information. communication of their
audience? ideas.
Ethics of Information Student is responsible for Student begins to access and Student can properly cite Student exhibits proper use
• Does the student display an awareness and appropriate attribution of cite more advanced and non- advanced and diverse of paraphrasing, citations,
understanding of the ethical and legal basic information sources traditional information in an resources in a variety of footnotes, bibliographies,
guidelines for appropriate use of information? and understanding and appropriate way. styles using a variety of etc. in advanced original
avoiding plagiarism. methods. work.
!

61. L I B R A R Y I L D E F I N I T I O N

62. CAMPUS-LEVEL IMPLEMENTATION
C M C
C G U
H M C
K G I
P I T Z E R
POMONA
SCRIPPS

63. SPECIFIC RUBRIC APPLICATIONS
• F i r s t - y e a r seminar work evaluation
• S e n i o r capstone/thesis evaluation:
- P o m o n a E A / K e c k S c i e n c e / C M C
• C a m p u s e s accreditation assessment

64. { }
faculty/librarian collaboration
R U B R I C S

65. { }
faculty/librarian collaboration
M U T U A L U N D E R S T A N D I N G
R U B R I C S

66. { }
faculty/librarian collaboration
M U T U A L U N D E R S T A N D I N G
i m m e d i a t e a s s e s s m e n t t o o l
R U B R I C S

67. { }
faculty/librarian collaboration
M U T U A L U N D E R S T A N D I N G
i m m e d i a t e a s s e s s m e n t t o o l
L O N G - T E R M F R A M E W O R K
R U B R I C S

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69. Fall 2012 - Spring 2013:
5 colleges, 5 first year programs

70. 7 5 U N I Q U E L I B R A R I A N
C O L L A B O R A T I O N S

71. P O R T F O L I O S T R U C T U R E :
course/librarian based in LMS

72. WHAT IMPACT IS LIBRARY INVOLVEMENT
HAVING IN FIRST YEAR COURSES?
S T U D E N T
F A C U L T Y L I B R A R I A N
PORTFOLIO ASSESSMENT = HOLISTIC

73. L I B R A R I A N S
P O R T F O L I O C H E C K L I S T

74. L I B R A R I A N S
U P L O A D C O U R S E M A T E R I A L S T O S A K A I
P R E / P O S T R E T R E A T S

75. L I B R A R I A N S
THREE-QUESTION REFLECTIONS

76. S T U D E N T S
I N - C L A S S S U R V E Y
R E P R E S E N T A T I V E P A P E R S

77. F A C U L T Y
(IDEALLY) IN-CLASS SURVEY
E N D - O F - T E R M S U R V E Y

78. PARTICIPATION RATES
59 classes responded to student survey
= 7 9 % r e s p o n s e r a t e
36 faculty post-instruction survey responses
= 4 8 % r e s p o n s e r a t e
17 faculty end of term survey responses
= 2 6 % r e s p o n s e r a t e

79. S T U D E N T A N D F A C U L T Y
S U R V E Y R E S P O N S E S

82. Library instruction has helped me to... Find useful
and appropriate resources.

83. S T U D E N T R E S P O N S E
F A C U L T Y R E S P O N S E

84. LIBRARY RESEARCH INSTRUCTION HAS HELPED ME TO...
EVALUATE THE QUALITY OF INFORMATION I ENCOUNTER
".
60%
50%
40%
30% 2011
2012
20%
10%
0%
Strongly disagree Disagree Neither agree or Agree Strongly agree
disagree

85. “IDENTIFY ONE OR MORE SKILLS OR OTHER TAKEAWAYS
FROM TODAY'S SESSION THAT WILL BE USEFUL TO YOU”

86. “ W H I C H O F T H E T O P I C S / C O N C E P T S C O U L D
H A V E B E E N E X P L A I N E D M O R E C L E A R L Y
O R E X P L O R E D I N G R E A T E R D E P T H ? ”

87. N E X T S T E P S
Early summer post-retreat
Utilize portfolio data to discover best practices
for teaching to the CCL IL definition/Habits of
Mind
Rubrics for:
best practices for teaching skills
librarian performance

88. M E T A R E S U L T S
Low (wor kloa d ) im pa c t
U sef u l/posit iv e exper ienc e
S c a la b le to oth er instr u c tion pr ogr a m s
V a lu a b le a r c h iv e of t e a c h ing m a t e r ia ls

89. E V A L U A T I O N
C O L L A B O R A T I O N
IMPROVEMENT
o u t c o m e s

90. i t e r a t i v e ,

91. c o l l e c t i v e .

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94. C H A R B O O T H :
char_booth@cuc.claremont.edu
S E A N S T O N E :
sean_stone@cuc.clarenont.edu
N A T A L I E T A G G E :
natalie_tagge@cuc.clarenont.edu
CLAREMONT COLLEGES
L I B R A R Y

95. L I N K S
presentation slides slideshare.com/charbooth
1st year instruction map bit.ly/ccl-firstyear2012
ea curriculum map bit.ly/ccl-eamap2012-13
claremont colleges library il rubric 2012-13 bit.ly/ccl-ilrubric
student portfolio survey bit.ly/ccl-instructioneval
post-instruction faculty survey bit.ly/1styear-facclasseval2012-13
end-of-term faculty survey bit.ly/1styear-factermeval2012-13
three question reflection tinyurl.com/3qr-pomonaID1