This document provides a recap and overview of themes from the 2016 LOEX conference for teaching librarians. The main themes covered included assessment, teaching with technology, and information literacy. Specific topics discussed assessment types like authentic assessment, formative vs. summative assessment, and using technology for assessment. Other sessions covered problem-based learning, motivational design, critical information literacy, and incorporating social justice into information literacy instruction. The document provides resources and links to materials from various conference presenters and sessions.

1. LOEX 2016
Recap
Liz Johns

2. Library Orientation
Exchange →
Premier Conference
for Teaching
Librarians

3. Themes
★ Assessment
★ Teaching with
Technology
★ Information
Literacy

4. Authentic Assessment

5. Assessment v. Evaluation
Assessment
The systematic collection of data to
monitor the success of a program or
course in achieving [objectives] for
students.”
Tangible evidence of what students
have learned.
Evaluation
A judgment by the instructor or
educational researcher about whether
the program or instruction has met its
[objectives].”
Checks if the teaching was effective.

6. Traditional v. Authentic Assessment
Traditional
Curriculum drives the assessment
Selecting responses
Contrived
Recall/recognition
Teacher-structured
Indirect evidence
Discourages teaching to the test
Authentic
Assessment drives the curriculum
Performing a task
Real-life
Construction/application
Student-structured
Direct evidence
Encourages teaching to the test

7. Authentic assessment activities:
Include real-life scenarios or applications
Transferable skills and skills that lead to lifelong learning
Require problem solving
Engage critical thinking
Create collaborative learning environments

8. Formative
Assessment
Monitors student learning by
providing ongoing feedback that can
be used by instructors to improve
their teaching, and by students to
improve their learning.

9. Summative
Assessment
Measure “student learning at the
end of an instructional unit by
comparing it against some standard
or benchmark”

10. Authentic
formative
assessments
Reflective writing
Student demos
Concept maps
Self or peer evaluations

11. Technology & Assessment

12. Teaching with
Tech
Best Practices
Set clear expectations
Create dummy accounts
for students to use
Practice

13. Tools Used at
LOEX
Padlet
Google Forms
Poll Everywhere
Kahoot!
Socrative

14. Game Based
Learning
New Tools
Flip Quiz
Kahoot!
Stencyl

15. Useful Tools
Tech eval worksheet
Assessment reflection
form
Learning outcomes eval
form

16. Workshop Materials
melissamallon.com/presentations/loex2016
formativeassess.weebly.com/

17. Assessment Remix

18. Assessment
should be...
Immediate
Actionable
Capturable

19. What to do
with
Assessment
Immediate reflection
Evaluate evidence
Post-reflection

20. Kirkpatrick Model
kirkpatrickpartners.com/OurPhilosophy/TheKirkpatrickMode
l

21. Kirkpatrick Model: Four levels
1. Reaction: How satisfied are the learners?
2. Learning: Have they learned anything?
3. Behavior: Can they apply what is learned?
4. Results: How does this benefit the larger organization?

22. Problem Based Learning

23. Problem-based learning +
Motivational design =
transferable skills

24. Problem-Based Learning
Complex problems (no single correct answer)
Self-directed, instructor is the facilitator/guide only
Realistic scenarios

25. Motivational
Design: ARCS
Attention
Relevance
Confidence
Satisfaction

26. Workshop Materials
libguides.colorado.edu/remix

27. Critical Information Literacy

28. Information
Literacy
The set of integrated abilities
encompassing the reflective
discovery of information, the
understanding of how information is
produced and valued, and the use of
information in creating new
knowledge and participating
ethically in communities of learning.

29. Critical
Information
Literacy
Aims to understand how libraries
participate in systems of oppression
and find ways for libraries and
students to act upon these systems.Anti-racist, anti-sexist, anti-
homophobic, anti-ableist

30. How to incorporate critical IL
Students come with an assignment to which they can immediately apply new
concepts and skills.
Students talk to and learn from each other, rather than the instructor. The more
they talk, the more they learn.
Group work and exploration, critiquing each other's work and ideas. Reporting
out to the group for class sharing, learning, and critiquing.

31. Information Literacy and Social Justice
Lua Gregory
2013
catalyst.library.jhu.edu/catalog/bib_5703839

32. Session Materials
loexconference.org/sessions.html#McGinniss

33. Conference
Materials
loexconference.org/sessions.html

34. Liz’s Session
Materials
loexconference.org/sessions.html#Johns