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The NJIT Team Davida Scharf , Director of Reference, Van Houten Library

Information Literacy at NJIT: Toward Validity ETS ICT National Advisory Committee July 17-19, 2006. The NJIT Team Davida Scharf , Director of Reference, Van Houten Library Norbert Elliot , Professor, Department of Humanities Heather Huey , Information Literacy Librarian, Van Houten Library

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The NJIT Team Davida Scharf , Director of Reference, Van Houten Library

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  1. Information Literacy at NJIT: Toward ValidityETS ICT National Advisory CommitteeJuly 17-19, 2006 The NJIT Team Davida Scharf, Director of Reference, Van Houten Library Norbert Elliot, Professor, Department of Humanities Heather Huey, Information Literacy Librarian, Van Houten Library Vladimir Briller, Director of Outcomes Assessment, Office of Institutional Research and Planning Kamal Joshi, Database Manager, Office of Institutional Research The ETS Team Irvin Katz, Senior Research Scientist Yigal Attali, Research Scientist Don Powers, Principal Research Scientist

  2. NJIT at a Glance: Enrollment Profile

  3. The Ties that Bind General University Requirements The Humanities Dept Writing Assessment Library Liaison Program Information Literacy Initiative

  4. NJIT:The Spring 2005 Information Literacy Study • Used established local writing portfolio assessment process • Developed Info literacy scoring rubric based on ACRL standards to elucidate low performance on “citation” trait • Read sampling of portfolios (with high reliability) • Correlated with cumulative GPA and course grades (criterion variables)

  5. Scoring Rubric • Citation: This portfolio includes sources that are documented so that the original source can easily be found. • Evidence of Independent Research: This portfolio includes evidence of research independent of sources indicated within the course syllabus. • Appropriateness: The sources used in this portfolio are appropriate to the topic the student addressed. • Integration: The sources cited in this portfolio have informed the paper. • Overall Information Literacy Portfolio Score

  6. The Spring 2006:ETS and NJIT Collaboration • The Freshman Composition Study • In-depth • The Cultural History Study • At a glance • The Technical Writing Study • At a glance • The Senior Seminar Study • At a glance

  7. Prelude:The Reliability QuestionAsked and Answered (Again)

  8. The Freshman Composition Study:Sampling Plan • Sampling Plan • Purposive, random sample • Hum 100 (n=86) • Hum 101 (n=26) • Academic Comparisons • SAT Math • M=588 (N=1,208); M=572 (n=112) • SAT Verbal • M=525 (N=1,208); M=488 (n=112) • Gender Comparisons • Male • N=1,007 (83.4%); n=96 (85.7%) • Female • N=20 (16.6%); n=16 (14.3%)

  9. The Freshman Composition Study:Sampling Plan • Ethnicity Comparisons • African American • N=134 (11.1%); n=11 (9.8%) • Asian American • N=213 (17.6%); n=27 (24.1%) • Hispanic • N=184 (15.2%); n=21 (18.8%) • Caucasian • N=471 (37%); n=33 (33%) • Declined or Unknown • N=139 (11.5%); n=16 (14.3%)

  10. The Freshman Composition Study: Descriptive Statistics

  11. The Freshman Composition Study:Relational Statistics

  12. Other Classes • Core ICT Lit Score – Cultural History (n=47) • Overall Score r=.36* • Course Grade r=.29* • Advanced ICT Lit Score – Cultural History + Senior Seminar (n=137) • Overall Score r=.21* • Course Grade r=.08

  13. The Technical Writing Study:Hypothesis Generation • The NJIT IL Scores were the lowest observed in the study: Citation (M=5.28,SD=2.65); Evidence of Research (M=5.79,SD=2.49) • However, the ICT Advanced Scores (M=550.61, SD=36.52) were comparable with scores in the Cultural History study (M=549.81, SD=37.136) and the Senior Seminar Study (M=564.85, SD=35.476) • Computer-intensive writing courses such as technical writing may not necessarily address aspects of information literacy.

  14. And so? Toward a Unified Construct of Information Literacy

  15. Validity • Do criteria adequately represent the construct of info literacy? • Within the present NJIT IL model, yes. Yet does the humanities orientation capture the nuances of IL? • Are the criteria internally consistent? • Within the present NJIT IL model, yes? Yet do other IL variables need to be expressed? • Do scores correlate with other variables that are considered valid (such as writing scores, cumulative GPA, course grades)? • Within the present NJIT IL model, yes. Yet will a different sampling plan offer other variables related more closely to the ICT Advanced and Core Tests? • What do the results mean? • IL is a complex construct that is not yet fully integrated into the humanities curriculum at NJIT. • Does the community concur with results? What are the consequences of the process and results?

  16. Within NJIT:Concurrence and Consequences • The Department of Humanities • Faculty collaboration—discussion, awareness, inclusion • Closer faculty/librarian collaboration • University-Wide • Provost / Task Force recommendations • New writing course with IL included—but important to extend beyond humanities • Beyond Humanities • Fundamentals of Engineering Design (FED 101): Core Test • Principles of Management (MGMT 390): Advanced Test

  17. Onward! Collaboration with ETS on ICT • To triangulate within and among academic departments • To validate our portfolio assessment through added validity gained through ICT • To serve as agents of change • To initiate the second literacy for a global environment

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