PILR: PRE COLLEGE INFORMATION LITERACY RESEARCH

Transforming Pedagogy and Curriculum with Information Literacy

January 15, 2010

Agenda LSTA Grant Overview What is this project about? Team Introductions Curriculum/Assignment Design Using the Rubrics designed for PILR Sharing Data Deliverables for planning quarter Q & A

LSTA Grant Basics

All 34 colleges may participate in: Professional development Continuing assessment of

learning outcomes Specific populations (pre-college,

“rising junior”)Steering Committee:

Paula Doherty, Myra Van Vactor, Deb Gilchrist, Katy Dichter, Lynn Kanne & Wai-Fong Lee

Mindy Coslor, Jon Kerr, Maureen Pettitt (PILR)

2009-2010

Other Projects: Information literacy assessment projects Pre-college Literature Search Training in emerging pedagogies

(summer workshop for librarians – suggestions welcome)

Pre-college Information Literacy Research Initiative (PILR)

PILR: Research QuestionHow does/Does information literacy contribute to overall learning and transition for pre-college students?Phase 1

Develop/find methods for integrating IL into pre-college programs

Phase 2Seek evidence to support the hypothesis that IL instruction makes a difference in overall learning and transition for pre-college students

PILR: Basics

Team = 1librarian + 1to 3 faculty

Unique assignme

nts & curriculum

plansShared

rubric for IL &

precollege

Share student-

level data

PILR: Research Teams Starting Winter 2010

Lower Columbia Pierce - Ft. Steilacoom South Seattle (two

teams)Skagit Valley

Starting Spring 2010Clover Park Lake Washington Pierce – Puyallup Wenatchee Valley Whatcom

Winter 2010

Plan

Spring 2010Impleme

nt, Report, Revise

Fall 2010Impleme

nt, Report, Revise

Winter 2011Impleme

nt, Report

Asks students to perform real-world tasks that demonstrate meaningful application of essential knowledge or skills. –Jon Mueller

PILR: Authentic Assessment

Focuses more on what a student can do than on what a student knows

Usually includes a task and a rubric for evaluating performance

The assessment (assignment, task) is also the vehicle for learning

PILR: Curriculum Planning Guide

Learning Outcomes: What should the student be able to do?

 Knowledge base: What does the student need to know to do it well?

Activity: How will the student learn? 

Demonstration of learning: What will the student do to show what they have learned? 

Criteria: How do you know the student has done this well?

PILR: Integrative Assignments

Integrative Learning…connects skills and knowledge from multiple sources and experiences…

IA: Generative Topics Relevant to students in their

roles as community members, workers, and family members

Central to one or more disciplines or areas of expertise

Accessible through multiple means

Connected to other topics taught

IA: Learning Outcomes Focus on key

understandings Clear, explicit and

shared Address learning

challenges Align to standards

Integrative Assignments Focus on targeted knowledge,

methods, and/or skills Have a central activity that

builds and integrates understanding

Integrate naturally with other course assignments so students see research as part of a larger process

Consider the most effective collaboration between library faculty and discipline faculty

IA: Assessment Strategies Target learning outcomes Are based on explicit criteria set forth in

the rubric Include self, peer, and teacher, as

appropriate Offer informative feedback to students

PILR: Using the Rubrics

Jon Kerr – Dean of Instructional Programs/Director of Library Services – Lower Columbia College

Level 1-2 Rubric

Outcome Beginning Good ProficientDEFINE TASKLevels 1 & 2

Identifies the assignment problem or question with assistance but understanding is vague or unfocused.

Demonstrates understanding of assignment problem, or question and the need for a question. Forms a question with guidance.

Knows that a question needs to be asked in a way that helps to narrow the focus or the original assignment, problem or question. Can begin to break topic into parts and develop a plan of action to answer the question following a highly structured framework.

PILR: Data Collection

Maureen Pettitt – Director of Institutional Research, Skagit Valley College

PILR: Planning Quarter Deliverables & Deadline

For Winter 2010, submit everything by March 12, 2010:

Integrated Assignment Template

Instruction Plan (use curriculum plan guide)

A summary of activities during the quarter

Reimbursement Request (one form per college)

Information?

Most questions answered here