Download - Pasadena dayone
Art Center information literacy
and curriculum
development
Day One
Library Instruction Haiku
1) Write down the first three things you think about to describe library instruction
2) Everyone has two minutes to make a short poem/haiku using all three words
Writeahaiku.com
Libguide : http://csulb.lib
guides.com/Art
centerIL
Shared Curriculum Survey Responses to
outcomes
Anything to add?
Survey Responses
Shared Curriculum Anything else?
Content we will cover Day one
Definitions of information literacy
Writing learning outcomes
Models of integrating information
literacy
Types of assessment
ACRL Standards ACRL Framework
Information has value
Format as process
Authority is constructed and contextual
Research as inquiry
Searching as exploration
Scholarship is a conversation
Threshold Concepts 1. Identify threshold concepts in a course. List and rate concepts taught in
the course. Which ones are central to the course and the discipline?
Which ones seem most difficult for students?
2. Listen to students describe particular difficulties with learning. Gather
formative feedback from students around the concept.
3. Compare expert knowledge to novice knowledge. Engage in reflective
practice, recording your own impressions as students go through the
learning process.
4. Design the course to focus on these concepts. During the course,
maintain a “holding environment for the confusion.” Allow it to occur
rather than moving on. Devise activities that show the student that they
are not the only one confused.
5. Refresh the threshold concept—loop p back to it (learning is a recursive
process.)
ART Standards (2007) Visual Literacy Standards (2011)
Lower Order
Higher Order
Specific to the disciplines
Starting point for considering threshold concepts at the Art Center
WASC Standards "2.2a. Baccalaureate programs engage students in an
integrated course of study of sufficient breadth and depth to
prepare them for work, citizenship, and a fulfilling life. These
programs also ensure the development of core learning
abilities and competencies including, but not limited to,
college-level written and oral communication, college-level
quantitative skills, information literacy, and the habit of
critical analysis of data and argument. In addition,
baccalaureate programs actively foster an understanding of
diversity, civic responsibility, the ability to work with others,
and the capability to engage in lifelong learning...“
-- from WASC Handbook of Accreditation P. 14, Section 2.2a
Appl ying
wh
at y
ou le
arn
ed
Look at your information competence
documents and determine threshold
concepts for Art Center
Value.
Why does information literacy matter?
Value.
What is the library’s worth to the university?
How do you show it?
Move beyond data. Move beyond statistics.
Value is measured by demonstrating the value the
library has for student success
Librarian/Faculty Partnerships
"If we wish the library to function more effectively in the college…we must direct our efforts toward the
curriculum, working through faculty.”
Patricia Knapp, 1958
Models of Faculty and Librarian Partnerships
Librarian guest lecture Assignment creation
Collaborative course design Co-teaching course
Stand alone information literacy course
Department level outcomes Campus level outcomes
Strategies for Collaboration
Strategies for Library Faculty Partnerships Outreach Advocacy
Faculty Profiles Communication
Develop Model Programs Develop short term and long term goals
Let Go
Faculty Culture
Draw an imagethat symbolizes the relationship you have with Faculty
at the Art Center
Faculty Culture
Now draw an image that represents the perfect relationship between
yourself and your faculty
Developing Learning Outcomes
Learning Outcomes What do you want the students to be able to do?
What does the student need to know in order to do this well? What activity will facilitate the learning? How will students demonstrate the learning How will I know the student has done this well?
Deb Gilchrist Immersion ‘06
Learning outcomes should...
Have an action word that describes what the student will DO differently as a result of your course Describe meaningful learning Be measured/verified; i.e., you can measure students' ability to achieve them Represent high levels of thinking, rather than trivial tasks Be written in plain language students can understand
www.league.org
Bloom’s Taxonomy Lower Order Higher Order
remember understand apply analyze evaluate create
I use these every semester to create learning
outcomes that are measurable. I have them on
hand for faculty when they ask for assistance
developing assignments.
Action Verbs Sample action verbs are: compile, create, plan, revise, analyze, design, select, utilize, apply, demonstrate, prepare, use, compute, discuss, explain, compare, rate, critique
Certain verbs are unclear and cannot be observed or measured. These types of verbs should be avoided: know, become aware of, appreciate, learn, understand, become familiar with
[1] Dubuque, Iowa: Kendall1Phillips, Louis. The Continuing Education Guide: the CEU and Other
Professional Development Criteria. /Hunt Publishing Co., 1994.
Information Literacy Does not always mean going to the library for all
research
Interviews Analysis of data Collecting and presenting data Observation Analysis of media Community service Problem based learning Evidence based learning Citing sources for art Portfolios
Misconceptions about Information Literacy
Every assignment needs outside research to assess information literacy skills Every course needs to get a library instruction session for students to learn these skills Every information literacy standard needs to be addressed and assessed in every course
Learning Outcome Vague:
Participants will understand the nine reasons for conducting a needs assessment.
Participants will develop an appreciation of cultural diversity in the workplace.
Measurable:
Participants will list nine reasons for conducting a needs assessment.
Participants will summarize in writing their feelings about cultural diversity in the workplace.
Learning Outcomes
Students will find art analysis of a painting in order to write a critique
What do you want the students to be able to do?
find art analysis of a painting in order to write a critique
What does the student need to know in order to do this well?
Use the Art Index and identify articles that contain art criticism
Learning Outcomes
What activity will facilitate the learning?
Hands-on activity using Art Index
How will students demonstrate the learning
Finding an article that contains art criticism
How will I know the student has done this well?
Article fits the criteria that defines art criticism
Students will find statistics on a topic to support their thesis statement
Measuring learning
outcomes What do you want them to do?
What do they need to know?
How will you assess their learning?
By the end of this session students will be able to __(action verb)_+ (Skill) ____
in order to _____________(how you will assess their learning)____________
“By the end of this library session, students will be
able to identify elements of a citation in order to
give proper attribution.”
Possible outcomes for IL assignments
Students will analyze resources in order to detect bias
Students will evaluate web site content in order to select the most appropriate source
Students will present research findings in order to apply information to formulate new knowledge
Course level outcomes
No more than THREE learning outcomes per
class session!!!
Consider prior learning
Incorporate active learning
Make your outcome measurable
Appl ying
wh
at y
ou le
arn
ed
Based upon your threshold concepts,
develop learning outcomes for each
concept and show how you will
measure them
http://www.flickr.com/photos/markandrewwebber
/
Curriculum Mapping
Helps focus your efforts
Alleviates seeing the same students
Lets you graphically see common courses
across departments or majors
Evidence for inclusion in certain courses
http://www.flickr.com/photos/markandrewwebber
/
1. look at your departments and classes you regularly teach or think you should teach 2. mark which standards are addressed/ideal for the course and what level they are being addressed 3. based upon this map you have a blueprint of which classes you should teach and which skills are being covered in the curriculum
How to conduct a curriculum map by
department
Appl ying
wh
at y
ou le
arn
ed
Download the curriculum map grid and
look at your assigned departments. Fill
out the map for all of your departments
– look for common courses!
The Big Picture Why We Do What We do?
Overview of Assessment
http://www.flickr.com/photos/dcdead/3844724619/
TYPES OF ASSESSMENT
Formative
Summative
Direct/Authentic
Indirect
4
Formative Assessment = One minute
paper, clickers, reflective questions
Summative Assessment= cumulative learning, portfolios, final exams
Direct Assessment= Annotated bibliographies, in
class worksheets, research papers
Indirect Assessment = Observation
or Surveys, interpretation or
inference
LEVELS OF ASSESSMENT
COURSE LEVEL
DEPARTMENTAL
PROGRAMMATIC
INSTITUTIONAL
4
Library Evaluation Form = Programmatic Assessment
One minute paper= Course level Assessment
Institutional Assessment=
GE learning objectives
Curriculum Mapping =
Department Assessment
What does assessment
look like?
Student Attitudes Lower Division
35.1 % Needs Improvement: Finding Full Text
ALL self performance measures
increased from Good to Very Good
with the exception of Finding Full Text
which moved TWO places
Student Comments Workshops
Student Attitudes Workshops/Lower Division
What does assessment of learning
look like?
Homework!
Search for one learning activity
that meets one of the outcomes
we created for the core concepts
Content we will cover Day two
The Teacher in you
Lesson Planning
Significant learning
Student Engagement
Course activity toolkit