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Strike while the iron is hot!

Strike while the iron is hot!. Bringing Information Literacy into Campus Assessment Efforts. (some rights reserved Scott Adams). Jeanne Davidson & Anne-Marie Deitering: WILU35 : 11 May 2006. A few small tasks…. Who’s watching ?. How we started. Campus partners. Results & next steps.

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Strike while the iron is hot!

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  1. Strike while the iron is hot! Bringing Information Literacy into Campus Assessment Efforts (some rights reserved Scott Adams) Jeanne Davidson & Anne-Marie Deitering: WILU35: 11 May 2006

  2. A few small tasks…

  3. Who’swatching? How we started Campus partners Results & next steps What we learned

  4. Accreditation is the means of self-regulation and peer review adopted by the educational community. The accrediting process is intended to strengthen and sustain the quality and integrity of higher education, making it worthy of public confidence and minimizing the scope of external control. -- MSCHE, Characteristics of Excellence in Higher Education

  5. What do you have to do to show you’re doing a good job? Some rights reserved (Be_Still)

  6. some rights reserved (Distinguish)

  7. Degree Program Proposal Checklist (Alberta Advanced Education, November 2005)

  8. NWCCU Standard Four: Faculty Required documentation for Standard 4, Adopted 1992, revised 2001

  9. some rights reserved (Fez)

  10. Accountability

  11. Asking the right questions

  12. What should we be asking? Some rights reserved (Be_Still)

  13. Shifting focus From To inputs & outputs outcomes iterative, ongoing assessment new program reviews teaching learning

  14. Peggy Maki, Assessing for Learning

  15. QUALITY Looking at user communities from the perspective of the library. Looking at the library from the “customer’s” perspective. The library in the life of the institution.

  16. When the pressure to assess is on: Aligning with campus goals Defining what you bring to the table Striking while the iron is hot.

  17. About OSU 19,000 Undergraduate thru Ph.D. Land grant, publicly funded 7 Colleges Common baccalaureate core Library instruction program

  18. ACRL Standards –first try

  19. ACRL/ILCS were difficult to use. Our program was reactive & inefficient. Process itself proved useful.

  20. Meanwhile…

  21. Research as a Conversation eavesdropping entering engaging

  22. The information literate student determines the nature and extent of the information needed. The information literate student accesses needed information effectively and efficiently The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. Successful learners… Recognize the need for information Find information efficiently Learn from information gathered Use information effectively

  23. Are you using information literacy competencies or standards? Some rights reserved (Be_Still)

  24. Campus Conversations Shared goals Shared challenges Diversity Expertise Connections

  25. Conversations with faculty

  26. 6-9 per group Designate a note-taker & facilitator Script your questions Spend your time on key questions Listen!

  27. Redraft First draft Interpret a citation or reference to a particular book, article or other piece of information and use that reference to find the cited source. Identify the parts of a citation that will lead them to a source of information, regardless of format Understand the economic and legal place of information in a capitalist society and can weigh the costs and benefits of retrieving different pieces of information. Analyze the costs and benefits of retrieving particular information sources, recognizing that there may be economic, social, political or legal restrictions to consider.

  28. Results • Librarians starting new conversations. • Faculty extending the conversation. • Stronger library-wide commitment to student success goals. • Librarians’ expertise recognized. • Faculty incorporating IL more broadly.

  29. Next steps next steps Some rights reserved (Malingering)

  30. Mapping outcomes to competencies

  31. Mapping to the curriculum Some rights reserved (Mr. Wind-up Bird)

  32. Curriculum survey

  33. Learning Objects Classroom Assessment Techniques Faculty workshops “How can I teach this right now?”

  34. Next next steps CATs competency quizzes assessments rubrics assignments outcome tutorials teaching tools learningobjects lesson plans (Tracking use & placement in the curriculum)

  35. What we learned √ Strike while the iron is hot. √Bring something to the table. √Food brings people together. √Tell others how they can help you. √People need to see themselves in what you’re doing.

  36. Questions? Thank you! WILU35: Charting a course for instruction 11 May 2006

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