Library Instruction by Design: Using Design Thinking to Meet Evolving Needs
Friday, June 1 • 10:45am - 12:00pm
Every Citation Tells a Story: Framing a Collaborative Assessment Design of Information Literacy Skills

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Sustainable instruction in today’s environment of reduced resources must be aligned with student learning outcomes and measurements. As such, the assessment of student work—in particular, the assessment of foundational goals such as information literacy along with oral and written communication and critical thinking—is paramount to a thriving information literacy and instruction program that benefits the institution and ultimately student learning.
The key is to assess what is valued in a way that is manageable and informative. At the same time, it is important to analyze actual work samples that students complete to the best of their ability—that is samples that are required to complete specific assignment or requirements for their degree. These embedded assessments could include capstone papers or course projects in order to provide a direct and more accurate picture of student achievement and program effectiveness than other measurements such as standardized testing.

This workshop is based on a four-year collaborative effort by the library faculty, the university assessment committee, and senior capstone and first-year faculty to explore what the cited references in student work samples reveal about information literacy learning outcomes and student learning. Using a rubric that articulates student success levels for six specific proficiencies, this assessment practice targets actual work samples--capstone and first-year papers--to measure student success.

Implementing design thinking into the assessment of information literacy can elicit a profound conversation that opens rather than closes the assessment loop. The intent is to transition beyond the data as an indicator of learning to the “why” and “how” the data reveals a much greater story to improve teaching and enhance student learning.

Participants in this workshop will actively review sample references guided by a rubric to measure the quality, variety, and breadth of sources. As participants examine student work samples, they will gain insight into how the research was done, what sources were used, and the strengths and weaknesses of the student research. As this story unfolds, we will reflect upon the “Why?” question to guide our intention to improve instruction and student achievement.

Session Learning Outcomes
  • Participants will be able to analyze citations included in papers to determine students’ ability to find and evaluate information sources.
  • Participants will be able to evaluate the quality of discipline appropriate and relevant sources cited to support student research.
  • Participants will be able to synthesize information gathered from references to draw conclusions about instructional and program effectiveness.
  • Participants will be able to initiate an effective embedded assessment practice drawing from student work samples.

avatar for Dale Vidmar

Dale Vidmar

Information Literacy and Assessment Librarian, Southern Oregon University Hannon Library
Dale Vidmar is a full professor and the Information Literacy and Assessment Librarian at Southern Oregon University’s Hannon Library. He coordinates the Information Literacy program at the university and has served on the University Assessment Committee for 12 years and chaired... Read More →

Friday June 1, 2018 10:45am - 12:00pm
Berman University of San Francisco - Fromm Hall 2497 Golden Gate Avenue, San Francisco, CA 94118-4315

Attendees (16)