For current news and resources see the Framework WordPress site Introduction This Framework for Information Literacy for Higher Education Framework grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula. However, the rapidly changing higher education environment, along with the dynamic and often uncertain information ecosystem in which all of us work and live, require new attention to be focused on foundational ideas about that ecosystem.
A model for information literacy assessment of first-year students In Brief This article presents a case study in establishing an information literacy instruction and assessment program for first-year university students at the University of Colorado Denver. Rather than presenting assessment data, we document the process in which our department engaged with the student learning assessment cycle, with the intention of allowing other information literacy professionals to see how we established an instruction program for first-year English Composition.
We include a description of in-class exercises, rubrics, and the procedures we followed in order to assess the foundational information literacy skills of first-year students on our campus.
This assessment was not conducted to demonstrate what students learned from librarians thereby illustrating the value of library instruction.
Rather, we assessed student learning to ascertain the information literacy skills students bring with them into a first-year English Composition course.
Introduction The longstanding model of information literacy instruction at our institution centers on a librarian-course faculty relationship. This type of relationship has been investigated by several others, including Hardesty and Badke Typically, course faculty request a one-shot instruction session delivered by a librarian.
Working with the faculty member, the librarian determines the content of the session and what, if any, student learning assessment will take place.
Next, the librarian provides instruction in some format in-person, through online modules, an embedded assignment, etc. Finally, the students demonstrate their learning through a summative assessment a post-test, a final paper, etc.
Using a new model of instruction and assessment, one shared lesson plan was used by the entire teaching team including full-time instruction librarians and part-time graduate student assistants that allowed for us to gather and analyze student learning assessment data in a group effort.
Instead, we sought to assess what students had already learned before arriving on our campus. Doucette analyzed A discussion on the information literacy papers published in the proceedings of the Library Assessment Conference from to and found that motivations for library assessment generally fell into two categories: In this article, we provide a model for creating a sustainable cycle of instruction and assessment at an academic library by emphasizing shared curriculum, department-wide assessment activities, and coordination with a department rather than individual faculty members.
The approximate FTE enrollment across the three schools is in excess of 30, and the total student headcount exceeds 40, Auraria Higher Education Center, There are approximately 5, faculty and staff who support the three institutions, including library workers.
All library faculty and staff are employees of CU Denver. The faculty and staff in the department have extensive teaching experience, and information literacy instruction has been a service provided by Auraria Library for more than twenty years. Over time, librarians developed longstanding relationships with course faculty, loosely arranged around a subject liaison model.
As a result of these relationships, librarians were not in the practice of sharing lesson plans for instruction sessions with other members of the teaching team. This meant that there was little, if any, consistency between one session and another, even though librarians taught many of the same courses.
The authors of this article are relatively new to Auraria Library. Beginning in fallour approach involved every member of our teaching team 9 instruction librarians and 5 part-time graduate student assistants planning, teaching, and assessing the same lesson plan across dozens of sections of a first-year English Composition course, similar to the model described by Gardner Archambault By reviewing syllabi and course catalog descriptions, we found that this course is the only required course for students which also includes a research component.
There is not a common syllabus shared between sections, so course assignments vary from instructor to instructor. There had not been a coordinated attempt to integrate a librarian-facilitated session across all sections of ENGL approximately sections per semester.
To achieve our goal to provide the same information literacy session to all sections of ENGLwe developed a lesson that would: Before the adoption of this lesson, most of the instruction provided to first-year students by the teaching team had focused on selecting specific databases and developing search terms with Boolean operators.
In contrast, the ENGL lesson implemented in fall does not mention databases at all, and the bulk of the session is focused on evaluating and discussing scholarly and popular articles. We felt that it was important to focus on the concept of evaluation in this session because the ENGL curriculum requires students to find, analyze, and integrate arguments from different types of information sources, including popular and scholarly articles.
To that end, we saw value in gathering student learning assessment data at the beginning of the session in order to measure and reflect on what our students know before they receive information literacy instruction. We wanted to know: Developing this baseline would help inform our future choices in other information literacy instruction sessions, including other first-year and upper-division courses.
We also wanted this evaluation to reach across as many sections of ENGL as possible, which required multiple librarians to teach from a shared lesson plan.
This lesson plan represents a significant departure from the typical information literacy instruction sessions provided by our teaching team, which often focus on database selection and database search strategies. In order to help instruction librarians feel more comfortable with this new approach, we facilitated a mock teaching session where instructors participated as students in order to familiarize themselves with the lesson plan.
We also regularly provide internal professional development events focused on classroom teaching skills, such as guiding discussions, managing classroom time, and lesson planning.Introduction.
The longstanding model of information literacy instruction at our institution centers on a librarian-course faculty relationship. This type of relationship has been investigated by several others, including Hardesty () and Badke (). One should be forgiven if one becomes confused when confronted with educational writing and discussion on information literacy.
Research in the area of information literacy is plentiful if one accepts the multiplicity of terms that could define this phrase. However, one could just as easily come through the research and still be asking, "What. Click here to go to the Oklahoma Professional Development Registry OPDR is Here!
Beginning October 30, , the Oklahoma Professional Development Registry (OPDR) launched system updates to improve your experience and increase security. Extended Discussion of Text Meaning and Interpretation By: U.S. Department of Education. Teachers should provide opportunities for students to engage in high-quality discussions of the meaning and interpretation of texts in various content areas as one important way to .
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Since resource-based learning, and ultimately, the development of information literacy, has become such an important component in the Atlantic core curriculum for the public education system, the responsibility for implementing this approach is shared by all educators.