Information Literacy for First Year Students

1. Information Literacy for First Year Students

2. Today�s Program Discussion of pilot study experiences Information Literacy and Outcomes Assignment Design and Outcomes Assessment Resources Application / Implementation Today, we�ll review IL in general, our identified Outcomes for 1st yr. students, and have some discussion of the pilot study experience. Many people probably met with similar experiences that need to be addressed and improved for next time. Through an examination of the assignment, thought about assignment design, assessment, and a hands on demo of subject-specific resources, you�ll leave today with a better grasp on what to say to your fellow pilot course faculty, as you prepare for the Fall semester. Librarians are available to help you to explain information literacy to your fellow faculty members, and to discuss what is being done on other campuses in terms of IL programming.Today, we�ll review IL in general, our identified Outcomes for 1st yr. students, and have some discussion of the pilot study experience. Many people probably met with similar experiences that need to be addressed and improved for next time. Through an examination of the assignment, thought about assignment design, assessment, and a hands on demo of subject-specific resources, you�ll leave today with a better grasp on what to say to your fellow pilot course faculty, as you prepare for the Fall semester. Librarians are available to help you to explain information literacy to your fellow faculty members, and to discuss what is being done on other campuses in terms of IL programming.

3. Backwards Design Identify desired results Determine acceptable evidence Plan learning experiences and instruction Today, we are just going to focus on our pilot experience and our outcomes for first year students. We�re going to try and revisit out initial goals, and explore ways to further enhance the assignments, assessments, and our own understandings of information literacy, as it applies to us, here, in our microworld of PhilaU. Today, we are just going to focus on our pilot experience and our outcomes for first year students. We�re going to try and revisit out initial goals, and explore ways to further enhance the assignments, assessments, and our own understandings of information literacy, as it applies to us, here, in our microworld of PhilaU.

4. IL: Macro View ACRL Standards CHE Middle States Statewide Initiatives and Programs Other countries: New Zealand, Australia, Great Britain

5. IL: Micro View Philadelphia University Goals for First Year Students Other institutions CSUMB http://library.monterey.edu/instruction/grant/firstnsecond.html Five Colleges of Ohio http://www.denison.edu/ohio5/grant/pedagogy/objectives.htm Individually tailored programs: one size does not fit all Refer to Comparison Chart. Why is this so difficult? Why so painful and tedious? Because one size does not fit all. Refer to comparison chart. Only in the most general of statements do most institutions agree. There is no one template to impose on all institutions and just be done with it. Each institution is unique. We have �Guidelines� and �Drafts of Best Practices� for this and that (refer to handouts/urls) but, when you get right down to it, these do not bring us to the third stage or even necessarily to the second stage of backwards design. You, the faculty, do. And that�s where we are today. Let�s back up to stages 1&2 now: taking a look at our desired results, our outcomes, and discuss what �acceptable evidence� some of us have already determined from our pilot experiences.Refer to Comparison Chart. Why is this so difficult? Why so painful and tedious? Because one size does not fit all. Refer to comparison chart. Only in the most general of statements do most institutions agree. There is no one template to impose on all institutions and just be done with it. Each institution is unique. We have �Guidelines� and �Drafts of Best Practices� for this and that (refer to handouts/urls) but, when you get right down to it, these do not bring us to the third stage or even necessarily to the second stage of backwards design. You, the faculty, do. And that�s where we are today. Let�s back up to stages 1&2 now: taking a look at our desired results, our outcomes, and discuss what �acceptable evidence� some of us have already determined from our pilot experiences.

6. I. Identify Desired Results Our 8 Outcomes Which did you select in your pilot? Were any outcomes left unselected by us? Report to the UCC: a final draft should be ready for submission in September Refer to comparison chart. Discuss among yourselves how some of these outcomes were achieved.Refer to comparison chart. Discuss among yourselves how some of these outcomes were achieved.

7. II. Determine Acceptable EvidenceDemonstrating the Targeted Outcomes Did the students do it? How do you know? Why or why not? Assessment measures& testing for �enduring understanding� Discuss your pilot experiences in terms of this second stage of backwards design. Segue to Assessment. What types of assessment measures did you use? Did you assess student understanding incrementally, or give one big assessment at the end (a test or a paper). Was your chosen assessment measure appropriate within the context of the targeted outcomes?Discuss your pilot experiences in terms of this second stage of backwards design. Segue to Assessment. What types of assessment measures did you use? Did you assess student understanding incrementally, or give one big assessment at the end (a test or a paper). Was your chosen assessment measure appropriate within the context of the targeted outcomes?

8. Assessment How did you assess the students? Does your assessment method relate to your desired outcomes? Did the students self-assess and reflect upon the experience? Refer to handout on assessment.Refer to handout on assessment.

9. III. Plan Learning Experiences and InstructionAssignment Design and Collaboration What did you learn from the pilot? Do you need to alter the classroom assignments / activities this time? What additional support do you need? From Librarians From colleagues Here�s what we�ll do this afternoon. Let�s start now, with the library homepage.Here�s what we�ll do this afternoon. Let�s start now, with the library homepage.

10. Overview of Library Website General Information for All Users Information for Specific Users Online Forms Curricular Support Materials General support Your Librarian liaison�s homepage Access Points for Resources

11. Hands-On Resource Exploration & Assignment Design Team up with your Librarian Overview of disciplinary resources How does the availability of these resources affect my assignment?

12. In Conclusion� What else do you need to know? What do you need to effectively present today�s information to your fellow faculty? What else can the Librarians do to help you?

13. Thank you for your participation and support!