1 / 12

Framing the Work: Creating Student Learning Outcomes for Information Literacy

Framing the Work: Creating Student Learning Outcomes for Information Literacy. Amy Bessin & Katrina Salley. Recognizing the Need. No common definition of information literacy No official set of student learning outcomes

thomasstephanie
Download Presentation

Framing the Work: Creating Student Learning Outcomes for Information Literacy

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Framing the Work: Creating Student Learning Outcomes for Information Literacy Amy Bessin & Katrina Salley

  2. Recognizing the Need • No common definition of information literacy • No official set of student learning outcomes • Lack of instruction and assignments on information literacy skills in Education courses • Need for information literacy skills to be embedded within each major’s curriculum

  3. Goals for Information Literacy SLOs • Create a shared definition • Outline information literacy skills currently being taught and that need to be taught • Create a logical progression for skill scaffolding • Design outcomes for a pilot program that can be applied across all disciplines

  4. Steps for Creating IL SLOs Our shared definition: Foundational to lifelong learning, information literacy is a set of skills that equip a person to critically engage with a constantly changing information environment. Information literacy focuses on finding, evaluating, interpreting, managing, and ethically using information to answer questions and develop new ones.

  5. Steps for Creating IL SLOs • Five general SLOs • Discovery, evaluation, interpretation, application, and ethical use • Academic levels • Emerging, developed, proficient, advanced • Specific language for each level • Final document

  6. IL Integration with School of Education • Met with School of Education’s Teacher/Leader Committee • Decision to integrate information literacy skills into School of Education courses • Need for assessments of information literacy skills • Points of assessment

  7. IL Integration with School of Education • Determined required courses • Examined course assignments • Provided librarian instruction • Discussed assessment options

  8. IL Integration with School of Education • Drafted a proposal for information literacy integration with the School of Education • Timeline • Student learning outcomes • List of Education courses for instruction and assessment • Types of instruction and assessments

  9. IL Integration with School of Education • Met with School of Education and discussed proposal • Education students are not being taught information literacy skills in upper level courses • Ideas for existing and new assignments where information literacy skills can be incorporated

  10. Next Steps: School of Education • Obtain assignments in upper-level Education courses • Collaborate with faculty on assignments and instruction • Create lessons and formative assessments

  11. Next Steps: Across Campus • Gather suggested resources/activities for each SLO • Create a summative assessment linked to SLOs • Begin curriculum mapping in other departments

  12. Any Questions? Katrina Salley (katrina.salley@asbury.edu) Amy Bessin (amy.bessin@asbury.edu) Link to our Faculty Services LibGuide: http://asbury.libguides.com/facserv/researchinstruction

More Related