November 14th from 4:30 pm to 5:00 pm in the Goldfield Room.
reception and poster conversation will immediately follow.
Scaling Assessment Track Engaging in Authentic Assessment: Using Rubrics to Measure Information Literacy Skills in English Composition Students
Erin Rinto of UNLV
This poster presents the results of a year-long assessment of information literacy skills of students in English 102 (ENG 102), the required undergraduate English Composition course at UNLV. The purpose of this authentic assessment project was to examine the ENG 102 annotated bibliography project, which the UNLV Library supports through one-shot instruction. The researcher developed two information literacy rubrics, one to evaluate the annotated bibliography proposals (how students select and narrow a research topic) and one to evaluate each annotation (how students apply evaluative criteria when selecting sources). At the end of each semester, the researcher collected a random sample of student annotated bibliographies from each section of ENG 102, resulting in an examination of 258 annotated bibliography proposals and 1358 individual annotations. This poster will highlight the development of the rubrics and the process used to train a team of librarians to apply the rubric to student work. The poster will also discuss how the ENG 102 information literacy instruction program was changed in order to better meet student needs, as evidenced by the results of the rubric assessment.
Assessing the Effectiveness of Course-Related Instruction and Credit-Bearing IL Courses
Susan A.Vega Garcia of Iowa State University
This session will discuss different assessment strategies used to evaluate course-related instruction sessions and a credit-bearing information literacy course. Librarians at Iowa State University Library recently developed and implemented a standardized form and process for librarians to evaluate the effectiveness of their course-related instruction sessions. Prior to this there was no uniform assessment tool or expectations. This standardized approach will offer an essential programmatic view of course-related instruction sessions and what students say they are learning.
ISU librarians also teach a credit-bearing information literacy course that is a graduation requirement for all undergraduates. Each year approximately 6500 students enroll in the course. For reasons of scale and staffing, the course recently moved from paper student evaluation forms to an online survey tool. While response rate declined, qualitative feedback increased and the immediacy of results allows prompt response for course improvement. Goals and challenges of these two initiatives will be discussed.
Scaling Up: Information Literacy Quiz Assessment
Steve Borrelli of Washington State University
Over the past three years, about 6400 Washington State University students (90%+ freshmen) took a 10 question, multiple-choice, online information literacy quiz. Students took the quiz after they studied the World Civilizations/History library tutorial, and the score on the quiz became five percent of the student’s overall course grade. The ten questions an individual student answered were randomly generated from a bank of about 45 questions, correlated with the ACRL Information Literacy Standards. Students struggled most with understanding how to use Boolean Logic and search symbol expanders/constrictors, and knowing the physical locations of various library materials. WSU Online (distance) students performed better than students on the main campus. The collected data will provide a solid example of systematic IL evaluation for an upcoming campus-wide accreditation report. Librarians aim to examine IL skill development over the undergraduate experience by administering the quiz to a set of juniors/seniors.
Student Employee Learning Goals at Oregon State University Libraries
Rick Stoddart of Oregon State University
The OSU Libraries and Press (OSULP) is in the process of implementing a series learning outcomes for our student employees. These learning outcomes are based on the core values articulated in the new OSULP strategic plan. This digital poster will outline the process, assessments, and roll out of the OSULP learning goals for student employees. The poster will also draw connections to these SLO’s potential impact on workplace readiness and student success.
Teaching Information Literacy in an Online Course: Enhancing Students Learning via Interactive Learning Tools
Rano Marupova of Iowa State University
This session will discuss how an online credit bearing information literacy course at Iowa State University Library was redesigned to help students achieve a minimum competency level. To maximize the benefits of learning IL skills in an online course, interactive course readings, hands-on tutorials, instructional videos, communication tools and testing tools were used in the Blackboard Learn system.
The Quiz tool in Blackboard Learn was used to help students enhance their learning by allowing multiple attempts until a minimum of 80% accuracy was achieved. By attaining the required competency level on a quiz, students were allowed to progress to the next unit. This model proved to be useful in providing multiple learning opportunities for better comprehension of course content. Since the implementation of the new course design, student learning outcomes and course success rate increased.
A Place at the Table Track
Navigating the Road Ahead: Putting Curriculum Maps into Practice
Nancy Fawley of University of Nevada Las Vegas
This poster session complements the Symposium’s curriculum mapping workshop by focusing on the process of implementing the information literacy instruction and assessment into courses that have been identified in the mapping process. Liaison librarians will be coached to meet with department chairs and faculty to present the proposed courses for library integration. To successfully implement the maps in a sustainable manner, it is essential that librarians have the support, training and skills necessary to facilitate meetings and negotiate, if necessary, in a thoughtful manner. I will outline the next steps UNLV Libraries is taking to move forward with this initiative, the potential challenges we are preparing to address, and the support and training we are providing for liaison librarians. Attendees will gain an understanding of how to implement a similar program at their own institutions.
Distance Learning at the University of Wyoming
Kate Conerton of University of Wyoming
About 2300 students at the University of Wyoming take classes from a distance. Regardless of discipline, these courses are supported by the Outreach School. Librarians' involvement with the Outreach School means they are part of conversations about distance learning at UW.
Many librarians are embedded in distance classes within their subject areas. Some also teach an online, credit-bearing information literacy class. Librarians recently helped choose a new learning management system for UW.
The distance librarian works particularly closely with the Outreach School. Once a week instructional designers from the Outreach School and the distance librarian hold open office hours for faculty to ask questions about setting up their courses. These exchanges about new technology and ways to structure online classes keep everyone involved up to date. The electronic poster would include screenshots of librarian exchanges with students and faculty in online courses and pictures of open office hours.
Listening and Collaborating – Stepping Stones toward Implementing a Digital Learning Badges Project
Lisa Kammerlocher of Arizona State University
A digital learning badges strategy implemented and modeled within the New College of Arizona State University promotes information literacy and assessment. Badges address challenges of reaching transfer students, sequencing, curricular integration, programmatic assessment, faculty choice, and scaling in a very large university. Buy-in from the New College Dean, University Librarian and faculty has led to a collaborative project with the ultimate goal implementing a complete program of learning badges into across the university. Currently, collaborators include social sciences and composition programs. The status of the program including barriers and successes will be described.