learning outcomes & the academic library · 2010-11-04 · learning: the ““““to doto...
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Are They Learning?
Are We?
Learning Outcomes &
the Academic Library
Megan Oakleaf, MLS, PhD
October 2010
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What do we know about
libraries and learning?
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"You can never
learn less,
you can only
learn more.”
- R. Buckminster Fuller
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Are students learning?
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What do they learn?
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INFORMATION
LITERACY
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• AAC&U Essential Learning Outcomes & VALUE
Rubrics
• ISTE National Educational Technology Standards
for Students
• NCTE 21st Century Literacies and Curriculum
Framework
• Partnership for 21st Century Skills
• AASL Standards for the 21st Century Learner
• Common Core State “College and Career
Readiness” Standards
• CAS Professional Standards for Higher Education
• Accreditation Standards
• Institutional Co-Curricular Standards
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What do they learn?
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How much do they learn?
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Defining
information
needs
Using
information
ethically
Using
information
Evaluating
informationFinding
information
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Authentic,
Integrated,
Performance
Assessments
Rubrics
Organization of
Assessment
Data by
Outcome
Assessment
Management
Systems
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Is what (we hope)
they’re learning
important?
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Does what they’re learning
change students’ lives?
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How can it
change their lives?
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So what parts of
academic libraries
help change lives?
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C
student enrollment
student retention & graduation
student career success
student GPA/test achievement
student learning
student experience
faculty research productivity
faculty grants
faculty teaching
institutional reputation
Impact!
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C
Impact!
Library
Contributions in
the form of
Resources &
Services
Campus
Needs,
Goals, &
Outcomes
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Which of these library
services/resources
impact student enrollment?
retention? etc.
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C Impact!
Library
Contributions
in the form of
Resources &
Services
Campus
Needs,
Goals, &
Outcomes
Library
Assessment &
Record Keeping
Documented
Impact
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Now
What?
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Stakeholders
need and
deserve
evidence of
impact.
We improve.
We learn.
We have
evidence of
impact.
Hurray! Report
impact then think
of ways to be
even better.
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Stakeholders
need and
deserve
evidence of
impact.
We improve.
We learn.
We have no
evidence of
impact. We
have to get it.
We have
evidence we’re
not currently
making a
discernable
impact.
Think of ways to
change and
experiment to get
better.
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What do
you mean
we have
to learn?
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PRAGMATISM
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REFLECTIVE
PRACTICE
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EBP
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ILIAC
Oakleaf, Megan. "The Information Literacy
Instruction Assessment Cycle: A Guide for
Increasing Student Learning and
Improving Librarian Instructional Skills."
Journal of Documentation. 65.4. 2009.
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IL
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Who’s
job
is it to
embrace
the
learning?
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Mine.
Yours.
Ours.
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Learning: The ““““To DoTo DoTo DoTo Do”””” List
� Articulate outcomes for assessment.
�Consider non-library centric perspectives.
� Articulate the ability of libraries to change lives, and get excited about it!
� Increase facility with learning assessment tools, explore existing data, or decide to collect new data.
�Roll up assessments into definable, defensible, interesting evidence of library impact on learning.
�Develop assessment action plans.
�Network and seek assistance from experts as needed.
� Embrace the learning.
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Are They
Learning?
Are We?
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When in doubt1
Do something good
Be of good heart
Fail forwards
Bounce back
Celebrate learning
and learn more.
Adapted from Robert Chambers
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Are They Learning?
Are We?
Learning Outcomes &
the Academic Library
Megan Oakleaf, MLS, PhD
October 2010
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