Round table discussions reflecting the four conference themes will occur in the Goldfield Room, Friday, November 15th from 9:00 am to 10:00 am.
Scaling Assessment Track
Melia extends the conversation of her presentation on the benefits of flipping the classroom. Learn how the Instructional Design and Instruction Teams at Kansas State University Libraries moved library instruction for the Expository Writing course from meeting face-to-face with 1,000+ students in four days to having all students complete an online library assignment with a "research rescue" follow-up. Their innovation changed the workload for the instruction from involving 12 librarians and specialists to only four librarians. Session will include discussion of barriers, challenges, assessment and their success.
The Power of Partnerships: Assessing the Impact of Information Literacy on Student Success
Julie Tharp & Kate Frost of Arizona State University
Julie and Kate extend the conversation on their Assessment in Action project. The partnership between the Arizona State University Libraries and University Academic Success Programs began approximately four years ago when it became clear that the curriculum in UNI 110: Critical Reading and Thinking course needed an information literacy skills component to help students discover, evaluate, manage, and utilize information from library sources for course projects. We observed students’ successful application of information literacy, which led to several assessment projects that primarily informed and improved practice. However, we struggled to find a truly effective method of assessment that would demonstrate the impact of the library and the course on student success.
Scaling Assessment at the Program Level without Losing Richness of Data
Information Literacy is a required component of University of Texas at Austin’s first-year experience courses, which are interdisciplinary and do not have a standard curriculum but are proposed and designed by faculty members from across campus. Though each course must incorporate standard IL learning outcomes, the outcomes were designed broadly enough that their operationalization takes many different forms. In order to assess our work with the courses at the program-level we designed a multi-tier assessment plan in which we use multiple-choice questions to assess all students in the program, and use rubrics to more deeply assess student work in a small sample of courses. Data collected through these methods are used for campus accreditation as well as for program improvement. The roundtable discussion will focus on the challenges of assessing library participation in programs that do not have standard curricula, and methods that can scale assessment without sacrificing rich data.
Strategies for Qualitative Research and Data-based Decision Making
Donna Zeigenfuss of University of Utah
Are you interested in discussing the value of using qualitative research strategies for collecting and analyzing data for program improvement and decision-making? This round table discussion will discuss the process and findings of a GWLA taskforce research study that investigated the design, implementation and assessment of student learning outcomes and how this type of process might be adapted and applied to other types of library research and assessment studies. Come and share qualitative research strategies being used at your institution.
Improving and Measuring the Impact of Library Instruction on Student Academic Success
Melissa Bowles-Terry of University of Wyoming
Melissa continues the conversation about measuring the impact of library instruction in the context of student learning, retention and graduation using Megan Oakleaf's "library impact model." This round table will focus on four questions:
· What kind of impact does your library instruction program make?· What kind of impact would you like your library instruction program to make?· What do you need to change in order to make that impact?· How can you measure and document that impact?
Conducting and using library assessments to forge effective partnerships
Kacy Lundstrom & Erin Davis of Utah State University
Kacy and Erin extend their conversation on leveraging assessment to establish partnerships. In 2011-2012 our library instruction program conducted a rigorous assessment of student work using the AAC&U Value Rubric for Information Literacy, which we revised in order to suit our assessment needs. Several librarians scored nearly 900 student papers, and we used a combination of consensus and inter-rater reliability to ensure the validity of our data. While the process required a lot of time and effort, we felt confident in our results and we used these findings in conversation with faculty in order to improve our practice and contribute to student learning.
Being Proactive Track
Curriculum Mapping to Integrate and Communicate Information Literacy Learning
Leslie and Mike extend the conversation of their presentation on Guide on the Side. The University of Arizona Libraries have had a long history of proactively leveraging technology to support students in attaining information fluency. In this presentation, we will discuss how the University of Arizona Libraries developed, refined, and shared via the open-source community a scalable and interactive online approach to instruction, Guide on The Side. We will discuss how the software and the approach can be adapted and used by other libraries to make pedagogically sound tutorials to meet learning outcomes in a number of different instructional contexts including online and in flipped classrooms. We will also provide an opportunity for workshop attendees to work hands-on with the tool and to consider ways in which it could be used to support student at their institutions.
A Place at the Table Track
Place at the Table, but on the Hot Seat
Corey Johnson of Washington State University
Washington State University recently adopted seven overarching learning outcomes for the undergraduate experience, including one dedicated to information literacy. The institution also underwent a complete reconstruction of its general education program, including a mandate that all UCORE (University COmmon REquirements) courses incorporate IL. The UCORE committee, comprised of 12 faculty members (including one librarian) from across campus, reviews course applications for potential UCORE status. Overwhelmingly, the IL outcome has created the most confusion and debate between all parties involved in the UCORE course designation process. Determining if IL is present in a course, if the level of IL teaching and practice is adequate, and generally if all UCORE courses should even embed IL, are examples of UCORE committee conversations where the librarian was expected to have insight. This panel discussion will focus on understanding and evaluation of the wide range of definitional elements non-librarians associate with information literacy.
Using Rubric Analysis in a Train-the-Trainer Instruction Model to Advocate for a Place at the Table
After implementing a train-the-trainer model in the first-year writing program at the University of Texas at Austin, Library Instruction Services initiated a periodic rubric analysis of student writing assignments. The results have impacted the redesign of course assignments and our approach to training the graduate student instructors who teach information literacy skills to first-year students in these courses. The results also earned us a place at the table when a committee was formed to develop assessment plans for the core curriculum on campus and may now be used for broader accreditation purposes. This round table discussion will focus on strategies for scalable ongoing program-level assessments and how the collection of data through these assessments can be used to demonstrate the library’s contributions to student learning on campus.