This is a training session for librarians

1. Art Center
information literacy
and curriculum
development
Day One

2. 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

3. Libguide
: http://csulb.lib
guides.com/Art
centerIL

4. Shared Curriculum
Survey Responses to
outcomes
Anything to add?

5. Survey Responses

6. Shared Curriculum
Anything else?

7. Content we will cover
Day one
Definitions of information literacy
Writing learning outcomes
Models of integrating information
literacy
Types of assessment

8. 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

9. 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.)

10. 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

11. 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

12. Appl
ying
whatyoulearned
Look at your information competence
documents and determine threshold
concepts for Art Center

13. Value.

14. Why does
information
literacy
matter?

15. 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

16. 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

17. 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

18. 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

19. Faculty
Culture
Draw an imagethat symbolizes the
relationship you have with Faculty
at the Art Center

20. Faculty
Culture
Now draw an image that represents
the perfect relationship between
yourself and your faculty

21. Developing
Learning
Outcomes

22. 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

23. 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

24. 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.

25. 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.

26. 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

27. 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

28. Learning
OutcomeVague:
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.

29. 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

30. 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

31. 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.”

32. 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

33. Course level outcomes
No more than THREE learning outcomes per
class session!!!
Consider prior learning
Incorporate active learning
Make your outcome measurable

34. Appl
ying
whatyoulearned
Based upon your threshold concepts,
develop learning outcomes for each
concept and show how you will
measure them

35. 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

36. 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

37. Appl
ying
whatyoulearned
Download the curriculum map grid and
look at your assigned departments. Fill
out the map for all of your departments
– look for common courses!

38. The Big Picture
Why We Do What We do?
Overview of Assessment
http://www.flickr.com/photos/dcdead/3844724619/

39. TYPES OF ASSESSMENT
Formative
Summative
Direct/Authentic
Indirect
4

40. 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

41. LEVELS OF ASSESSMENT
COURSE LEVEL
DEPARTMENTAL
PROGRAMMATIC
INSTITUTIONAL
4

42. Library Evaluation Form =
Programmatic Assessment
One minute paper= Course level
Assessment
Institutional Assessment=
GE learning objectives
Curriculum Mapping =
Department Assessment

43. What does
assessment
look like?

46. 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

47. Student Comments
Workshops

48. Student Attitudes
Workshops/Lower Division

49. What does
assessment
of learning
look like?

50. Home
work!Search for one learning activity
that meets one of the outcomes
we created for the core concepts

51. Content we will cover
Day two
The Teacher in you
Lesson Planning
Significant learning
Student Engagement
Course activity toolkit