New Characteristics of ExcellenceNew Characteristics of Excellence Information Literacy & Student Information Literacy & Student

Learning:Learning: The Big Picture & Regional PortraitsThe Big Picture & Regional Portraits

Historically Black Colleges & UniversitiesHistorically Black Colleges & UniversitiesLibrary Alliance, Savannah, GALibrary Alliance, Savannah, GA

Dr. Terrence MechDr. Terrence MechKing’s College, Wilkes-Barre, PAKing’s College, Wilkes-Barre, PAOctober 31, 2006October 31, 2006

Change & EvolutionChange & Evolution

““The Major test of a modern U.S. The Major test of a modern U.S. university is how wisely and university is how wisely and how quickly it is able to adjust how quickly it is able to adjust to important possibilities.”to important possibilities.”

Clarke KerrClarke Kerr

Change & FearChange & Fear

Loss of power & Loss of power & prestigeprestige

Loss of resourcesLoss of resources Loss of autonomyLoss of autonomy Intrusion into Intrusion into

personal & personal & professional professional domainsdomains

Change in Change in definition of definition of success success

Change in reward Change in reward systemsystem

Fear of technologyFear of technology Fear of having to Fear of having to

relearnrelearn Robert A. SevierRobert A. Sevier

Physics of ChangePhysics of Change

An object at rest will remain An object at rest will remain at rest unless acted upon by at rest unless acted upon by a greater outside force.a greater outside force.

If the pressure to change is If the pressure to change is not greater than the not greater than the resistance to change, little resistance to change, little will happen--stasis.will happen--stasis.

Accreditation TodayAccreditation Today

Self-regulation and peer reviewSelf-regulation and peer review Voluntary responsibility for own Voluntary responsibility for own

improvementimprovement Strengthen the quality & integrity Strengthen the quality & integrity

of higher education, making it of higher education, making it worthy of public confidenceworthy of public confidence

Shift away from input standardsShift away from input standards Emphasis on outcomesEmphasis on outcomes

Southern Association of Southern Association of Colleges and SchoolsColleges and Schools

Principles of Accreditation: Principles of Accreditation: Foundations for Quality Enhancement Foundations for Quality Enhancement (2001)(2001)

CR 2.12 Quality Enhancement PlanCR 2.12 Quality Enhancement Plan CS 3.5 Educational Programs: CS 3.5 Educational Programs:

Undergraduate ProgramsUndergraduate Programs CS 3.8 Library and Other Learning CS 3.8 Library and Other Learning

ResourcesResources

Southern Association of Southern Association of Colleges and SchoolsColleges and Schools

CR 2.12 Quality Enhancement CR 2.12 Quality Enhancement PlanPlan

The institution has developed an The institution has developed an Acceptable Quality Enhancement Acceptable Quality Enhancement Plan and demonstrates that the Plan and demonstrates that the plan is part of an ongoing plan is part of an ongoing planning and evaluation process.planning and evaluation process.

Southern Association of Southern Association of Colleges and SchoolsColleges and Schools

CS 3.5.1 Educational ProgramsCS 3.5.1 Educational Programs

The institution identifies college-The institution identifies college-level competencies within the level competencies within the general education core and general education core and provides evidence that provides evidence that graduates have attained those graduates have attained those competencies.competencies.

CS 3.5.1 Educational ProgramsCS 3.5.1 Educational ProgramsRelevant Questions for Relevant Questions for ConsiderationConsideration

What are the specific college-What are the specific college-level competencies within the level competencies within the general education program?general education program?

What evidence is available to What evidence is available to show that students have show that students have attained these competencies?attained these competencies?

Southern Association of Southern Association of Colleges and SchoolsColleges and Schools

CS 3.8.2 Library and Other Learning CS 3.8.2 Library and Other Learning ResourcesResources

The institution ensures that The institution ensures that users have access to regular and users have access to regular and timely instruction in the use of timely instruction in the use of the library and other the library and other learning/information resources.learning/information resources.

CS 3.8.2 CS 3.8.2 Library and Other Learning Library and Other Learning ResourcesResourcesRelevant Questions for Relevant Questions for ConsiderationConsideration What is the objective and type of What is the objective and type of

assistance available to users?assistance available to users? What delivery mechanisms exist for What delivery mechanisms exist for

instruction and assistance to library instruction and assistance to library users and how are they assessed?users and how are they assessed?

How is the effectiveness of learning How is the effectiveness of learning resource programs determined?resource programs determined?

Middle States Association ofMiddle States Association ofColleges & SchoolsColleges & Schools

Characteristics of Excellence in Characteristics of Excellence in Higher Education (2006)Higher Education (2006) Standard 11: Educational OfferingsStandard 11: Educational Offerings Standard 12: General Education Standard 12: General Education Standard 14: Assessment of Standard 14: Assessment of

Student LearningStudent Learning

Standard 11Standard 11Educational OfferingsEducational Offerings

The institution’s educational The institution’s educational offerings display academic offerings display academic content, rigor, and coherence that content, rigor, and coherence that are appropriate to its higher are appropriate to its higher education mission. The institution education mission. The institution identifies student learning goals identifies student learning goals and objectives, including and objectives, including knowledge and skills, for its knowledge and skills, for its educational offeringseducational offerings..

Standard 11Standard 11Fundamental ElementsFundamental Elements Adequate learning resources, facilities & Adequate learning resources, facilities &

staffstaff Syllabi incorporate expected learning Syllabi incorporate expected learning

outcomesoutcomes Programs foster a coherent learning Programs foster a coherent learning

experienceexperience Collaboration between librarians & Collaboration between librarians &

faculty to foster students’ information faculty to foster students’ information skillsskills

Programs promote students’ use of Programs promote students’ use of information and learning resourcesinformation and learning resources

Standard 12Standard 12General EducationGeneral Education

The institution’s curricula are The institution’s curricula are designed so that students acquire designed so that students acquire and demonstrate college-level and demonstrate college-level proficiency in general education and proficiency in general education and essential skills, including at least essential skills, including at least oral and written communication, oral and written communication, scientific and quantitative reasoning, scientific and quantitative reasoning, critical analysis and reasoning, and critical analysis and reasoning, and technological competency. technological competency.

Standard 12Standard 12Fundamental ElementsFundamental Elements General education enhances students’ General education enhances students’

intellectual growthintellectual growth Requirements clearly & accurately statedRequirements clearly & accurately stated Skills & abilities developed in general Skills & abilities developed in general

education are applied in the majoreducation are applied in the major Assessment of general education Assessment of general education

outcomesoutcomes Assessment results used for Assessment results used for

improvementimprovement

Standard 14Standard 14Assessment of Student Assessment of Student LearningLearning

Assessment of student learning Assessment of student learning demonstrates that, at graduation, or demonstrates that, at graduation, or other appropriate points, the other appropriate points, the institution’s students have knowledge, institution’s students have knowledge, skills, and competencies consistent with skills, and competencies consistent with institutional and appropriate higher institutional and appropriate higher education goals.education goals.

North Central Association of North Central Association of Colleges and SchoolsColleges and Schools

The Handbook of Accreditation The Handbook of Accreditation (2003)(2003) Criterion Three: Student Learning Criterion Three: Student Learning

and Effective Teachingand Effective Teaching Criterion Four: Acquisition, Criterion Four: Acquisition,

Discovery, and Application of Discovery, and Application of KnowledgeKnowledge

North Central Association of North Central Association of Colleges and SchoolsColleges and Schools

Criterion Three:Criterion Three:

Student Learning & Effective TeachingStudent Learning & Effective Teaching

The organization provides The organization provides evidence of student learning and evidence of student learning and teaching effectiveness that teaching effectiveness that demonstrates it is fulfilling its demonstrates it is fulfilling its educational mission.educational mission.

Student Learning &Student Learning & Effective Teaching Effective Teaching

3a. Organization’s goals for student 3a. Organization’s goals for student learning learning outcomes are clearly stated outcomes are clearly stated for each for each educational program.educational program.

3b. Organization values and supports 3b. Organization values and supports effective teaching.effective teaching.

3c. Organization creates effective 3c. Organization creates effective learning learning environments.environments.

3d. Organization’s learning resources 3d. Organization’s learning resources support student learning and support student learning and

effective effective teachingteaching

North Central Association of North Central Association of Colleges and SchoolsColleges and Schools

Criterion Four:Criterion Four:Acquisition, Discovery, and Application Acquisition, Discovery, and Application of Knowledgeof Knowledge

The Organization promotes a life of The Organization promotes a life of learning for its faculty, administration, learning for its faculty, administration, staff, and students by fostering and staff, and students by fostering and supporting inquiry, creativity, supporting inquiry, creativity, practice, and social responsibility in practice, and social responsibility in ways consistent with its mission.ways consistent with its mission.

Acquisition, Discovery, and Acquisition, Discovery, and Application of KnowledgeApplication of Knowledge

4a. Organization demonstrates, through 4a. Organization demonstrates, through the the actions of its board, actions of its board, administrators, administrators, students, faculty, and students, faculty, and staff, that it staff, that it values a life of learning.values a life of learning.

4b. Organization demonstrates that 4b. Organization demonstrates that acquisition of a breadth of knowledge acquisition of a breadth of knowledge

and skills and the exercise of and skills and the exercise of intellectual inquiry are integral to its intellectual inquiry are integral to its

educational programs.educational programs.

Acquisition, Discovery, and Acquisition, Discovery, and Application of KnowledgeApplication of Knowledge

4c. Organization assesses the usefulness 4c. Organization assesses the usefulness of of its curricula to students who will its curricula to students who will live live and work in a global, diverse, and and work in a global, diverse, and

technological society.technological society.

4d. Organization provides support to 4d. Organization provides support to ensure ensure that faculty, students, and that faculty, students, and staff staff acquire, discover, and apply acquire, discover, and apply knowledge knowledge responsibly.responsibly.

Align your OutcomesAlign your Outcomes

MissionMissionObjective/GoalObjective/GoalOutcomesOutcomes

Institutional outcomesInstitutional outcomes

Program outcomesProgram outcomes

Course outcomesCourse outcomes

Class outcomesClass outcomes

Today’s High EducationToday’s High Education

Articulation & assessment of outcomesArticulation & assessment of outcomes Student centered approach to course & Student centered approach to course &

curriculum developmentcurriculum development Emphasis on student understanding & Emphasis on student understanding &

capabilities rather than fact-capabilities rather than fact-learninglearning

Emphasis on undergraduate researchEmphasis on undergraduate research Preparing students to apply their Preparing students to apply their

knowledge in non-academic settingsknowledge in non-academic settings (NEA 2001)(NEA 2001)

Questions?Questions?

Rising to the ChallengeRising to the Challenge

40% of HS graduates are not prepared:40% of HS graduates are not prepared: 39% of college students & HS graduates report 39% of college students & HS graduates report

having gaps in the skills and abilities expected having gaps in the skills and abilities expected today.today.

35% of college students & 39% of HS graduates 35% of college students & 39% of HS graduates have large gaps in at least one crucial skill; have large gaps in at least one crucial skill; 86% of both groups have gaps.86% of both groups have gaps.

College instructors---42% of their students are College instructors---42% of their students are not adequately prepared. not adequately prepared.

Employers---39% of HS graduates are not Employers---39% of HS graduates are not prepared for their current job & 45% are prepared for their current job & 45% are unprepared for advancement.unprepared for advancement.

Most Grads Cite Gaps Most Grads Cite Gaps In At Least One SkillIn At Least One Skill

33%29%

38%35%

45%40%

41%42%

51%44%

46%45%

College studentsNon-students

Oral communication/public speaking

Science

Mathematics

Doing research

Quality of writing that is expected

Reading/understandingcomplicated materials

35% of college students report large gaps in at least one area,86% report some gaps in at least one area.

12% large gaps/struggling15% large gaps/struggling

11%14%

13%16%

10%13%

9%10%

5%9%

Employers/Instructors Employers/Instructors Dissatisfied With High Schools’ Dissatisfied With High Schools’

Skills PrepSkills Prep

24%

36%

34%

40%

32%

52%

29%59%

40%

62%

41%

70%Reading/understandingcomplicated materials

Quality of writing that is expected

Doing research

Mathematics

Oral communication/public speaking

Science

College instructors Employers

25% very dissatisfied

22% very dissatisfied

24% very dissatisfied

20% very dissatisfied

Employers/Instructors Employers/Instructors Dissatisfied With High Schools’ Dissatisfied With High Schools’

Skills PrepSkills Prep

17%

20%

39%

55%

50%

65%

42%

66%Thinking analytically

Work and study habits

Applying what is learned in school to solving

problems

Computer skills

College instructors Employers

29% very dissatisfied

22% very dissatisfied16% very dissatisfied

17% very dissatisfied

How do you know your How do you know your students & graduates students & graduates have the information have the information skills they will need?skills they will need?

Why Information literacy Why Information literacy ??

Builds on general education skillsBuilds on general education skills ReadingReading Critical thinking & reasoning abilitiesCritical thinking & reasoning abilities Written & oral communication skillsWritten & oral communication skills

It is actively student focusedIt is actively student focused It is assessableIt is assessable Strong information skills have a Strong information skills have a

positive effect on student academic positive effect on student academic successsuccess

Information LiteracyInformation Literacy

““To be information literate, a person To be information literate, a person must be able to recognize when must be able to recognize when information is needed and have the information is needed and have the ability to locate, evaluate, and use ability to locate, evaluate, and use effectively the needed information.”effectively the needed information.”

American Library Association Presidential American Library Association Presidential Committee on Information Literacy: Final Committee on Information Literacy: Final Report, 1989Report, 1989

Information Literacy’s Information Literacy’s Common ThemesCommon Themes

Recognizes a need for informationRecognizes a need for information Engages in information seeking behaviorEngages in information seeking behavior Explores, accesses and locates materialsExplores, accesses and locates materials Interacts with the information to Interacts with the information to

formulate hypothesesformulate hypotheses Synthesizes, interprets. organizes, applies Synthesizes, interprets. organizes, applies

and communicates the informationand communicates the information Evaluates the resultsEvaluates the results

(Eisenberg & Brown, 1992) (Eisenberg & Brown, 1992)

“ “Access to computers, computer Access to computers, computer applications, web-enhanced applications, web-enhanced courses, and information courses, and information resources such as books, resources such as books, journals, and databases does journals, and databases does not translate into information not translate into information literate students.”literate students.”

Developing Research & Communication Skills, Developing Research & Communication Skills, p.6p.6

Information literacy is Information literacy is not about libraries.not about libraries.

Information literacy is Information literacy is about teaching and about teaching and learning. learning.

From Teacher Centered to From Teacher Centered to Learner CenteredLearner Centered

Cover the material Cover the material VS.VS. using the using the materialmaterial

Cover topics Cover topics VS.VS. mastering mastering learning objectiveslearning objectives

Listening/reading Listening/reading VS.VS. constructing knowledge through constructing knowledge through integrationintegration

From Teacher Centered to From Teacher Centered to Learner CenteredLearner Centered

Lecture Lecture VS.VS. active learning active learning Present Present VS.VS. engage engage Grades Grades VS.VS. classroom assessment classroom assessment Teaching content VS teaching Teaching content VS teaching

studentsstudents Sage on the stage Sage on the stage VS.VS. designer of designer of

learning environmentslearning environments

Metacognitive Metacognitive ApproachesApproaches

““How can students gain the skill How can students gain the skill to manage their own thinking, to manage their own thinking, change unproductive search change unproductive search strategies, monitor their time strategies, monitor their time and attention, know what they and attention, know what they know and what they need to know and what they need to learn?”learn?”

Diane HalpernDiane Halpern

The Recursive Nature of The Recursive Nature of LearningLearning

Determine theInformation Needed

AccessInformation

EvaluateInformation

UseInformation

Understanding

Model of the Information Search ProcessModel of the Information Search Process

Tasks Initiation Selection Exploration Formulation Collection PresentationTasks Initiation Selection Exploration Formulation Collection Presentation----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

FeelingsFeelings uncertainly optimism confusion clarity sense of satisfaction or uncertainly optimism confusion clarity sense of satisfaction or(affective)(affective) frustration frustration direction/ disappointment direction/ disappointment

doubt doubt confidence confidence

ThoughtsThoughts vague-------------------------------------vague-------------------------------------→→focusedfocused(cognitive)(cognitive) ------------------------------------------- -------------------------------------------→→

increased interestincreased interest

ActionsActions seeking relevant information-------------- seeking relevant information--------------→→seeking pertinent seeking pertinent informationinformation

(physical)(physical) exploring exploring documenting documenting

Carol Collier Kuhlthau, Information Search Process, Rutgers Carol Collier Kuhlthau, Information Search Process, Rutgers UniversityUniversity

Cognitive developmentCognitive development

Ways of Knowing.Baxter Magolda (1992)

DomainDomainss

Absolute Absolute KnowingKnowing

Transitional Transitional KnowingKnowing

Independent Independent KnowingKnowing

Contextual Contextual KnowingKnowing

Nature of Nature of KnowledKnowledgege

● ● Is certain Is certain or absoluteor absolute

● ● Is partially Is partially certain and certain and partially partially uncertainuncertain

● ● Is uncertain – Is uncertain – everyone has everyone has own beliefsown beliefs

● ● Is contextual; Is contextual; judge on basis of judge on basis of evidence in contextevidence in context

Role of Role of learnerlearner

● ● Obtains Obtains knowledge knowledge from from instructorinstructor

● ● Understands Understands knowledgeknowledge

● ● Thinks for Thinks for selfself

● ● Shares views Shares views with otherswith others

● ● Creates own Creates own perspectiveperspective

● ● Exchanges and Exchanges and compares compares perspectivesperspectives

● ● Thinks through Thinks through problemsproblems

● ● Integrates and Integrates and applies knowledgeapplies knowledge

Role of Role of instructoinstructorr

● ● CommunicaCommunicate te knowledge knowledge appropriatelappropriatelyy

● ● Ensures Ensures that that students students understand understand knowledgeknowledge

● ● Uses Uses methods methods aimed at aimed at understandiunderstandingng

● ● Employs Employs methods methods that help that help apply apply knowledgeknowledge

● ● Promotes Promotes independent independent thinkingthinking

● ● Promotes Promotes exchange of exchange of opinionsopinions

● ● Promotes Promotes application of application of knowledge in knowledge in contextcontext

● ● Promotes Promotes evaluative evaluative discussion of discussion of perspectivesperspectives

● ● Student and Student and teacher critique teacher critique each othereach other

Figure 2.1. Ways of Knowing by Year. Baxter Magolds (1992) p. 70-72

53%

83%80%

1% 2%

11%

46%

68%

31%32%

16%

5%1%

57%

12%

2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Freshman Sophomore Junior Senior Year 5

Absolute

Transitional

Independent

Contextural

Why Information LiteracyWhy Information Literacy ??

More time & energy students invest More time & energy students invest in activities related to desired in activities related to desired outcomes, the more likely they are to outcomes, the more likely they are to achieve those outcomesachieve those outcomes

Educationally effective institutions Educationally effective institutions design experiences that channel design experiences that channel students’ energies to purposeful students’ energies to purposeful activitiesactivities

Questions?Questions?

Information literacyInformation literacy

is a is a

curriculum issue.curriculum issue.

The Three The Three CurriculaCurricula

One in the catalogOne in the catalog One professors teachOne professors teach One students experienceOne students experience

Where in the CurriculumWhere in the Curriculum

Where do students learn & enhance Where do students learn & enhance their information skills?their information skills? Institution, program, course levelsInstitution, program, course levels Separate course, blocked courses, Separate course, blocked courses,

integratedintegrated General education & majorGeneral education & major

Where & how do you assess it?Where & how do you assess it? How do you document that your How do you document that your

students are information literate?students are information literate?

An Information Literacy An Information Literacy Curriculum is:Curriculum is:

University-wide University-wide

Inquiry and resource basedInquiry and resource based

Makes effective use of instructional Makes effective use of instructional technologies and communication toolstechnologies and communication tools

Learner centeredLearner centered

Integrated with learning outcomes in Integrated with learning outcomes in general education and the disciplinesgeneral education and the disciplines

Higher Education’s Dark Higher Education’s Dark secretssecrets

Despite our rhetoric about teaching Despite our rhetoric about teaching higher order skills—critical thinking higher order skills—critical thinking & problem solving many faculty & problem solving many faculty focus on the acquisition of focus on the acquisition of knowledgeknowledge

(Cashin & Downey, (Cashin & Downey, 1995)1995)

Students learn what the professors Students learn what the professors emphasizeemphasize

A week has 168 hoursA week has 168 hours

Full-time students spend about 16 Full-time students spend about 16 hours a week in classhours a week in class

That means 90% of the time That means 90% of the time students are students are NOTNOT in class in class

When, where, and how does most When, where, and how does most the most effective learning take the most effective learning take place?place?

EderEder

Change Assignments & Change Assignments & SyllabiSyllabi

Start with learning outcomesStart with learning outcomes Communicate learning outcomesCommunicate learning outcomes Create assignments that workCreate assignments that work Create a sequences of Create a sequences of

assignmentsassignments Progressive in sophisticationProgressive in sophistication Active & problem-basedActive & problem-based

There is more teaching There is more teaching going on around here than going on around here than learning and you ought to learning and you ought to do something about thatdo something about that..

Graduating SeniorGraduating SeniorKing’s College, 1968King’s College, 1968

AssessmentAssessment

““Assessment is an ongoing Assessment is an ongoing process aimed at process aimed at understanding and understanding and improving student learning.”improving student learning.”

Tom Angelo, Tom Angelo, AAHE BulletinAAHE Bulletin, 1996, 1996

Assessment is not about us, Assessment is not about us,

it is about student learningit is about student learningand institutional effectiveness.and institutional effectiveness.

National Survey of National Survey of Student EngagementStudent Engagement

NSSE--a “leading tool for NSSE--a “leading tool for assessing the quality of the assessing the quality of the undergraduate experience.”undergraduate experience.”

Indiana University Center for Indiana University Center for Postsecondary Research and Postsecondary Research and Planning www.iub.edu/~nssePlanning www.iub.edu/~nsse

Academic ChallengeAcademic Challenge

Number & size of written projectsNumber & size of written projects Course work emphasizesCourse work emphasizes

Synthesizing and organizing Synthesizing and organizing ideas, information, or experienceideas, information, or experience

Making judgments about the Making judgments about the value of information, arguments, value of information, arguments, or methodsor methods

Applying concepts to practical Applying concepts to practical problems or new situationsproblems or new situations

Connecting the DotsConnecting the Dots

Engagement has positive effects on Engagement has positive effects on grades and persistence for students grades and persistence for students from different racial and ethnic from different racial and ethnic backgrounds, even after controlling for backgrounds, even after controlling for key pre-college variables.key pre-college variables.

Engagement has compensatory effects Engagement has compensatory effects on first-year grades and persistence to on first-year grades and persistence to the second year of college for the second year of college for historically underserved students. historically underserved students. p.3 p.3

Direct Evidence of Direct Evidence of Student LearningStudent Learning

Student assignmentsStudent assignments Standardized testsStandardized tests Course embedded assessmentsCourse embedded assessments Portfolios of students’ workPortfolios of students’ work Capstone experiencesCapstone experiences Student performances & exhibitsStudent performances & exhibits Other observations of student Other observations of student

behaviorbehavior

Direct Evidence of Direct Evidence of Student LearningStudent Learning

Rubrics & exemplarsRubrics & exemplars Concept mapsConcept maps Juried/peer review of student Juried/peer review of student

projectsprojects Performance on a case study or Performance on a case study or

problemproblem Locally devised testsLocally devised tests Commercially produced tests Commercially produced tests

Project SAILSProject SAILS Kent State University Kent State University

LibrariesLibraries

ACRL competenciesACRL competencies 12 skill sets12 skill sets 40-50 multiple-choice items per 40-50 multiple-choice items per

test, test, 35 minutes35 minutes Subject-specific modulesSubject-specific modules

Communication Studies, Education, Communication Studies, Education, Biology, History Biology, History

Project SAILSProject SAILS

Proven validity & reliability .80Proven validity & reliability .80 Assesses at the institutional levelAssesses at the institutional level External and internal External and internal

benchmarkingbenchmarking Web & paper formatWeb & paper format Price-$3.00 per completed test,Price-$3.00 per completed test,

cap of $2,000 per administrationcap of $2,000 per administration

Educational Testing ServicesEducational Testing Services

““ICT proficiency is the ability to use ICT proficiency is the ability to use digital technology, communication digital technology, communication tools, and /or networks appropriately tools, and /or networks appropriately to solve information problems in to solve information problems in order to function in an information order to function in an information society. This includes the ability to society. This includes the ability to use technology as a tool to research, use technology as a tool to research, organize, evaluate, and communicate organize, evaluate, and communicate information and the possession of a information and the possession of a fundamental understanding of the fundamental understanding of the ethical / legal issues surrounding the ethical / legal issues surrounding the access and use of information.” access and use of information.”

ICT Literacy AssessmentICT Literacy Assessment

Two versions—Core & AdvancedTwo versions—Core & Advanced Core--high school seniors, 1 & 2 year Core--high school seniors, 1 & 2 year

college studentscollege students Advanced--rising college juniorsAdvanced--rising college juniors

UsesUses ACRL CompetenciesACRL Competencies 7 skill sets7 skill sets Scenario-based tasks (75 Scenario-based tasks (75

minutes):minutes): 14 short 4-minute tasks &14 short 4-minute tasks & 1 medium 15-minute task1 medium 15-minute task

ICT Literacy AssessmentICT Literacy Assessment

Web formatWeb format Assesses at the student levelAssesses at the student level Price-$33.00 per testPrice-$33.00 per test www.ets.org/ictliteracywww.ets.org/ictliteracy

Information Literacy Test Information Literacy Test (ILT)(ILT)

James Madison UniversityJames Madison University UsesUses ACRL Competencies 1, 2, 3, 5ACRL Competencies 1, 2, 3, 5 Assesses at student levelAssesses at student level 12 skill sets12 skill sets 60 items, reliability of .8860 items, reliability of .88 Computerized, multiple-choice testComputerized, multiple-choice test Price-$10.00 (1-100 tests), $7.00 (101-500) Price-$10.00 (1-100 tests), $7.00 (101-500)

$5.00 (501 or more) $5.00 (501 or more)

www.jmu.edu/assessment/resources/www.jmu.edu/assessment/resources/instruments_ILT.htminstruments_ILT.htm

South Dakota RegentalSouth Dakota RegentalInformation Literacy ExamInformation Literacy Exam

Uses ACRL CompetenciesUses ACRL Competencies 25 multiple-choice questions25 multiple-choice questions Reliability & validityReliability & validity Assess at the student levelAssess at the student level WebCT administeredWebCT administered Low costLow cost

Dr. Carol Leibiger,Dr. Carol Leibiger,Information Literacy Coordinator, USD Information Literacy Coordinator, USD C.Leibiger@usd.edu 605-677-6089C.Leibiger@usd.edu 605-677-6089

Information Literacy Information Literacy AssessmentAssessment

King’s CollegeKing’s College

Uses ACRL CompetenciesUses ACRL Competencies 25 multiple-choice questions25 multiple-choice questions Assess at the student levelAssess at the student level Reliability & validityReliability & validity No costNo cost

Dr. Terrence MechDr. Terrence MechLibrary Director, King’s CollegeLibrary Director, King’s CollegeTerrenceMech@Kings.eduTerrenceMech@Kings.edu 570.208.5943 570.208.5943

Information Skills of Freshmen from Three Private Colleges: Mean Scores/Percentage Fall 2005

abRefers to comparisons within column where the MEAN scores of group a are significantly(P< .05) higher than the MEAN scores of group b.Carnegie Classification of Institutions of Higher Education (2001)1Master’s Colleges and Universities II2Doctoral/Research Universities – Extensive3Master’s Colleges and Universities I

ClassClass NN CompositeCompositeScoresScores

Std 1Std 1 Std 2Std 2 Std 3Std 3 Std 4Std 4 Std 5Std 5

FreshmenFreshmen 11471147 48.3148.31 51.0251.02 46.5746.57 51.8751.87 43.4943.49 48.5848.58

College ACollege A11 254254 44.7744.77bb 42.5242.52bb 44.4944.49 42.9942.99bb 43.6243.62 50.2450.24aa

College BCollege B22 730730 50.4550.45aa 54.1654.16aa 48.0048.00 56.0556.05aa 44.6844.68aa 49.3749.37aa

College CCollege C33 163163 44.2044.20bb 50.1850.18aa 43.4443.44 46.9946.99bb 37.9137.91bb 42.4542.45bb

Information Skills of Freshmen from Three Private Colleges: Mean Scores/Percentage Fall 2005

abRefers to comparisons within column where the MEAN scores of group a are significantly (P< .05) higher than the MEAN scores of group b

Carnegie Classification of Institutions of Higher Education (2001)1Master’s Colleges and Universities II2Doctoral/Research Universities – Extensive3Master’s Colleges and Universities I

ClassClass NN Composite Composite ScoresScores

KnowledgeKnowledge ApplicationApplication

FreshmenFreshmen 11471147 48.3148.31 48.5448.54 48.0948.09

College ACollege A11 254254 44.7744.77bb 40.75b40.75b 48.4948.49

College BCollege B22 730730 50.4550.45aa 52.3252.32aa 48.7448.74aa

College CCollege C33 163163 44.2044.20bb 43.7643.76bb 44.6044.60bb

Seniors’ Information Skills by Standard: Mean Scores/Percentage Correct - Fall 2005*

MajorMajor NN CompositeCompositeScoresScores

StdStd11

Std Std 22

Std Std 33

Std Std 44

Std Std 55

SeniorsSeniors 166166 58.8258.82 63.2563.25 56.8756.87 60.2460.24 57.4757.47 56.2756.27

Major AMajor A 77 33.7133.71bb 40.0040.00bb 28.5728.57bb 25.7125.71bb 34.2934.29bb 40.0040.00

Major BMajor B 33 38.6738.67dd 46.6746.67 40.0040.00 40.0040.00 40.0040.00 26.6726.67

Major CMajor C 4848 57.0857.08aa 58.7558.75 57.0857.08aa 57.5057.50aa 55.8355.83 56.2556.25

Major DMajor D 2929 57.3857.38aa 66.2166.21aa 50.3450.34 59.3159.31 57.2457.24 53.7953.79

Major EMajor E 1515 62.4062.40aa 69.3369.33aa 57.3357.33 64.0064.00aa 62.6762.67 58.6758.67

Major FMajor F 44 63.0063.00aa 65.0065.00 45.0045.00 70.0070.00 80.0080.00aa 55.0055.00

Major GMajor G 1717 63.0663.06aa 64.7164.71 63.5363.53aa 75.2975.29aa 51.7651.76 60.0060.00

Major HMajor H 1111 63.2763.27aa 67.2767.27 67.2767.27aa 65.4565.45aa 63.6463.64 52.7352.73

Major IMajor I 3232 64.1364.13a,ca,c 68.7568.75aa 64.3864.38aa 61.8861.88aa 62.5062.50 63.1363.13

ab, cd refers to comparisons within column where the MEAN scores of group a, c are significantly (P< .05) higher than the MEAN scores of group b, d.*Please note that in some cases the small group size and number of questions per standard may preclude more meaningful statistical comparisons.

Seniors’ Information Skills by Standard: Mean Scores/Percentage Correct - Fall 2005*

MajorMajor NN Composite ScoresComposite Scores KnowledgeKnowledge ApplicationApplication

SeniorsSeniors 166166 58.8258.82 62.4462.44 55.4655.46

Major AMajor A 77 33.7133.71bb 36.9036.90bb 30.7730.77bb

Major BMajor B 33 38.6738.67dd 44.4444.44 33.3333.33

Major CMajor C 4848 57.0857.08aa 58.6858.68aa 55.6155.61aa

Major DMajor D 2929 57.3857.38aa 60.3460.34aa 54.6454.64aa

Major EMajor E 1515 62.4062.40aa 68.3368.33aa 56.9256.92aa

Major FMajor F 44 63.0063.00aa 66.6766.67 59.6259.62

Major GMajor G 1717 63.0663.06aa 70.1070.10aa 56.5656.56aa

Major HMajor H 1111 63.2763.27aa 67.4267.42aa 59.4459.44aa

Major IMajor I 3232 64.1364.13a,ca,c 68.2368.23aa 60.3460.34aa

ab, cd Refers to comparisons within column where the MEAN scores of group a, c are significantly (P< .05) higher than the MEAN scores of group b, d.*Please note that in some cases the small group size and number of questions per standard may preclude more meaningful statistical comparisons.

Mass Comm 115 & 493 Students’ Information Skills: Mean Scores/Percentage Correct

Fall 2006

*Refers to comparisons within the column where the MEAN score of one group is significantly (p<.05) higher than the MEAN score of the other group.

GroupGroup NN CompositeCompositeScoresScores

Std. Std. 11

Std. Std. 22

Std.Std. 33

Std. Std. 44

Std. Std. 55

KnowledgeKnowledge ApplicationApplication

Comm Comm 115115

2828 45.5745.57 55.7155.71 42.1442.14 47.8647.86 35.0035.00 47.1447.14 44.3444.34 46.7046.70

Comm Comm 493493

3131 55.8755.87** 70.3270.32** 52.2652.26** 53.5553.55 49.6849.68** 53.5553.55 62.9062.90** 49.3749.37

OSMOSISOSMOSIS

Collaboration:Collaboration:

Is based on a common premiseIs based on a common premise Is a difficult challenge in Is a difficult challenge in

contemporary higher educationcontemporary higher education Is necessary to create student-Is necessary to create student-

centered approachescentered approaches Is a cultural issueIs a cultural issue

Barriers to CollaborationBarriers to Collaboration

Graduate schools prepare Graduate schools prepare specialistspecialist

Departments hire specialistDepartments hire specialist Most scholarship is Most scholarship is

conducted aloneconducted alone Promotion & tenure favor Promotion & tenure favor

individual achievements individual achievements

15/3515/35

In In anyany organization: organization: 15% leaders, opinion shapers15% leaders, opinion shapers

(Includes dreamers)(Includes dreamers) 35% willing followers, early 35% willing followers, early

adoptersadopters

-------------------------------------------------------------------------------------------- 35% reluctant followers, late 35% reluctant followers, late

adoptersadopters 15% curmudgeons15% curmudgeons EderEder

15% Curmudgeons15% Curmudgeons

5% already busy and 5% already busy and productiveproductive

Leave them aloneLeave them alone 5% reasoned skeptics5% reasoned skeptics

Take them to lunchTake them to lunch 5% just plain mean5% just plain mean

Leave them aloneLeave them alone

Whose Job is It?Whose Job is It?

EverybodyEverybody

SomebodySomebody

AnybodyAnybody

NobodyNobody

Questions?Questions?