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September – Carleen Huxley
SUNY Jefferson Community College
Developing new Student Learning Competencies
based on the Framework
Previous model of Assessment
Used a selection of the ACRL Standards (5)
and had students take a quiz at the end of
Quiz focused on assessing concepts. We
were interested in finding a way to assess
application of those concepts
Already taken it once
Already taken it twice
“Dude! This is my third
Current model of library instruction
We were looking for a way to
provide a foundation for
design and assessment, using
Goals: Create a flexible
set of local outcomes
1. could easily satisfy
2. could be easily
integrated across the
curriculum and the
Student Learning Competency
Student Learning Outcomes
A general statement that describes the desired
knowledge, skills, and behaviors
A very specific statement that describes exactly what a
student will be able to do in some measurable way.
IL SLC 1: ACCESS Students will understand the role of the library in college
learning and have the ability to access library services and resources.
IL SLC 2: INQUIRY Students will be able to use appropriate discovery methods to
define an initial topic and formulate a focused research question.
IL SLC 3: SEARCH Students will apply appropriate search strategies to effectively
and efficiently locate reliable information related to a topic.
IL SLC 4: EVALUATION Students will evaluate information using a variety of
criteria to determine it’s value, relevance and accuracy.
IL SLC 5: ATTRIBUTION Students will demonstrate an understanding of why,
when, and how to give proper attribution to original ideas.
JCC Information Literacy Student Learning Competencies
Created a new tutorial influenced by the new SLCs
But the Student Learning
Outcomes are flexible.
These are the outcomes
we recommend but
adjust these to fit their
needs and discipline.
Student Learning Competencies remain the same.
• General skill/behavior
• Specific/more measurable
• How specific
aligns with outcome
How’s it going? Challenges?
• Still don’t have much buy-in from the rest of campus
• Disconnected effort. We’re assessing content that was
produced without our SLCs/SLOs in mind. So what is the
assessment telling us?
• It shows that students are not applying IL concepts/skills in
their research…per our expectations.
• What are faculty/campus expectations for IL? What do they
really feel a student should know once they graduate from
a two-year institution?