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Slides from invited session within the University of Mississippi's Faculty Development Series.
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Cultivating Information Literacy Among Students: Lessons Learned from UCF’s
Info Lit Mods
Dr. Kelvin ThompsonUniversity of Central Florida
@kthompso #infolitmods
This work is licensed under a Creative Commons Attribution-NonCommercial-Sharealike 3.0 Unported License. Portions of this work are the intellectual property of others and are attributed appropriately in context.
CONNECTING TO INFORMATION
All Rights Reserved by Flickr user The Great Work Used with permission. http://
www.flickr.com/photos/graywolfouroboros/7000028698
“A Wall of Books” by mikecogh on FlickrCC BY 2.0 license
http://www.flickr.com/photos/activeside/2367540964/
Trudeau, G. (2014, July 27). Doonesbury. [Cartoon]. Retrieved from http://www.gocomics.com/doonesbury/2014/07/27
“Personal Ecosystem” by ActiveSide on FlickrCC BY 2.0 license
http://www.flickr.com/photos/activeside/2367540964/
All Rights Reserved by QuartzUsed with permission.
http://qz.com/150861/a-snapshot-of-one-minute-on-the-internet-today-and-in-2012
Data: GP Bullhound, Intel, Facebook, Twitter Quartz
1 Internet Minute: 2012 v. 2013
James, J. (2014, April 23). Every minute of the day. [Infographic]. Retrieved from http://www.domo.com/blog/2014/04/data-never-sleeps-2-0
2014
Students “Very Likely to Use…”• Google, etc. (94%)• Wikipedia, etc. (75%)• YouTube, etc. (52%)• Their peers (42%)• Cliff Notes, etc. (41%)• News sites of major news organizations (25%)• Print or electronic textbooks (18%)• Online databases (EBSCO, etc.) (17%)• A research librarian (16%)
http://bit.ly/pewreport_full
“…the internet has opened up a vast world of information for
today’s students, yet students’ digital literacy skills have yet to
catch up…”
http://bit.ly/pew_summary
Employer Expectations
“…baseline information competencies… knowing how and where to find information online, without much guidance, to use a search strategy beyond the first page of Google results, and to articulate a ‘best solution’ and conclusion from all that was found.” [emphasis added]
http://bit.ly/employer_study
For Discussion
• What brought you to this session today?
• What specific information literacy needs are you facing in your role at Ole Miss?
• What is preventing you from addressing these current needs?
ENTER UCF’S INFORMATION LITERACY MODULES
Origins
• QEP on Information Fluency• “create or acquire accessible information
literacy learning modules… easily incorporated into existing discipline courses and… available to students at all times”
plus• “Alpha” stage learning object system
What’s So Special?
Other Modules UCF’s Info Lit Mods
Very short/very lengthy Complete-able in one sitting
Extra-curricular Designed for integration
Derivatives impractical Designed for instructor customization
No assessment Competency-based assessment
Limited user data Robust user data
What Is a Module?• A module is a complete, automated instructional resource
(no instructor intervention required).
• Each module based upon one identified learning outcome and contains content presentation, practice with feedback, and assessment of learning.
• Each module object is completable in one sitting (no more than 30 minutes).
• Designed for assigning by instructors or student self-selection
What is a Module?
• Content presentation may be text, graphics, video, interactive media, or a combination as appropriate.
• Practice/Assessment may be “traditional” (i.e., true/false or multiple choice) or “non-traditional” (e.g., simulation/authentic assessment) as appropriate.
Start Time End Time
Total Elapsed Time
Time spent on each page within each section
http://bit.ly/module_platform
Demo Video: Module Platform
See info about WCET WOW Award
http://bit.ly/platform_award
Module Topics
• Topics derived from ACRL standards + felt needs• 15 modules total• Includes several style-guide-specific versions• 12 discrete module topics with terminal learning
objectives guiding assessments• “Avoiding Plagiarism” remains most
assigned/completed module
See topics/outcomes
http://bit.ly/infolit_topics
Faculty Use Cases
• Reference material (no record of completion)• Completion "check off" (no connection to grades)• Extra credit opportunity• Score contributes to grade of another assignment• Stand-alone graded assignment
See elaboration at
http://bit.ly/infolit_faculty
Timeline
Year One (2007-2008): 4 modulesYear Two (2008-2009): 4 new modules (8 total)Year Three (2009-2010): 4 new modules (12 total)Year Four (2010-2011): Add question bankYear Five (2011-2012): HTML 5 + 1 new moduleYear Six (2012-2013): 1 new module (14 total)Year Seven (2013-2014): 1 new module (15 total)Year Eight (2014-2015): regrouping (downsize?)
Note: Revisions/maintenance annually
Terminology
• Module = complete, automated instructional resource (no instructor intervention required).
• Instance = module version provided to one group of students with group-specific settings
• Completion = submission of an assessment attempt
How Are We Doing?
Between June 23, 2008 – October 3, 2014 there have been:
209,287 "completions" by 37,584 students taught by 415 faculty who created 6602 instances of 15 modules with an average score of 83.89% across all modules’ summative assessments
In end-of-term questionnaires...•Most faculty say they assign modules as stand-alone graded assignments.•On average, faculty report moderate impact on student knowledge/skills.•Few technical problems. (6% of student respondents indicate problems hindering completion. Tech support logs show far fewer numbers.)•On average, students say they have prior experience with content but get value from practice/feedback and find that the summative assessments accurately gauge their competence.
SUPPORT
CDL Developers
Tiered Help Desk1st
2nd
3rd
BADGING THE INFOLITMODSAn Institutional Pilot
• 13,840 assessment completions by
• 4,433 students in
• 422 course sections taught or led by
• 94 faculty members who created
• 430 instances of
• 4 information literacy modules with an average score of
• 85.30% across all modules' summative assessments.
InfoLitMods Year One (2008-2009)
• 38,423 assessment completions by
• 8,082 students in
• 159 unique courses taught or led by
• 160 faculty members who created
• 1275 instances of
• 13 information literacy modules with an average score of
• 85.19% across all modules' summative assessments.
InfoLitMods Year Four (2011-2012)
BADGING MINI-PRIMERWhat Can I Read?
HOW DOES IT WORK?
Structure of Pilot Project
So How’s It Going?Findings From 8/23/2013 - 10/6/2014
Initial Data
40,080 - assessments that should have delivered a badge
41,170 - badges sent via institutional email addresses
12,799 - individual students who’ve earned badges
168 - students earning badges from non-assigned mods
136 (34 students) - Number of badges claimed via Credly
Observations
• Earners driven by assignment (currently)
• Watching for student-driven uptick later
• Potential value in each phase of badging:
○ Notification email
○ Claiming (“Save and Share”)
○ Making public
○ Linking to specific badges
CURRENT STATUS
Regrouping Mode
• Funding cuts after 5+ years• New development on hiatus• Maintenance = Annual review/revision• High-change topics →non-module format?• More diverse array of infolit resources• Consider “thinning” slate of modules
ADDITIONAL INFOLIT RESOURCES
BOILING IT DOWNGuiding Principles/Lessons Learned for Enterprise-Level Modules
Guiding Principles/Lessons Learned
• Student-centered• Faculty-focused• Technology-enabled• Design-conscious
See expanded list at
http://bit.ly/infolit_principles
Excerpted Principles/Lessons
• Look for complementary partnership(s)• Ground modules in what students need to do• Strategically align with faculty (make teaching
role easier)• Get module topics right• Get granularity right• Collect data constantly• Support it! See expanded list at
http://bit.ly/infolit_principles
QUESTIONS?COMMENTS?DISCUSSION?
60
Follow-Up
Dr. Kelvin Thompsonkelvin@ucf.eduhttp://about.me/drkelvinthompson
http://bit.ly/infolit_olemiss
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