PILR: PRE COLLEGE INFORMATION LITERACY RESEARCH

Transforming Pedagogy and Curriculum with Information Literacy

Agenda

LSTA Grant Overview What is this project about? Team Introductions Curriculum/Assignment Design Using the Rubrics designed for PILR Sharing Data Deliverables 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: Myra Van Vactor, Deb Gilchrist,

Katy Dichter, Lynn Kanne & Wai-Fong Lee

PLUS: Mindy Coslor, Jon Kerr, Maureen Pettitt (PILR)

2010-2011

Other Activities: “Rising Junior” – IL for transfer students Summer ACRL “Immersion Refresher”

Pre-college Information Literacy Research Initiative (PILR)

PILR: Research Question

How 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

Each college= 1librarian + 1to 3 faculty

Unique assignme

nts & curriculum

plans

Shared rubric for

IL & precollege

Shared student-

level data

Tips for New Teams

Advice from one of your colleagues: Select your partners carefully. 

“I am having an excellent experience b/c I selected a faculty member who is professional, competent and dedicated, who also has patience and a sense of humor and follow through.  These qualities will serve you well in the necessary reporting, etc.”

Be realisticThink creatively but also recognize the goals of the project and the parameters it sets. 

Be flexible…be willing to think outside your box so that INFO LIT goals as well as the learning goals of the instructor can be honored.

PILR: Research Teams

Quarter 1

Plan

Quarter 2

Implement,

Report, Revise

Quarter 3

Implement,

Report, Revise

Quarter 4

Implement,

Report

Winter 2010 Lower Columbia, Pierce (FS), South Seattle, Skagit

Spring 2010 Wenatchee, Lake Wa, Whatcom, Clover Park, Pierce

Fall 2010 Walla Walla, Columbia Basin, Highline

Winter 2011 Lower Columbia, Green River, Bellingham

Spring 2011 Bellevue

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 Template

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…

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

Integrative Assignments

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

Integrative Assignments

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

Tip: Look over “Assignment & Instruction Plan Reports” – especially the notes sections.

Integrative Assignments

Learning Outcomes Focus on key

understandings Clear, explicit and

shared Address learning

challenges Align to standards

PILR Rubric – Define Task1 - Emerging 2 3 4 5

Identifies elements of the problem or question with a high level of assistance.

Identifies the problem or question with minimal assistance and selects from a structured set of topics.

Identifies the problem or question independently and generates topic ideas.

Identifies the problem or question independently and generates topic ideas and related subtopics.

Identifies the problem or question independently and refines in order to develop subtopics; independently adjusts the topic focus to fit the task.

Follows a highly structured plan.

Follows a highly structured plan.

Follows a minimally structured plan.

Develops and follows a basic plan based on provided guidelines.

Develops and follows a basic plan based on provided guidelines.

PILR: Using the Rubrics

Review the rubric during assignment design

Share rubric (or relevant portion) with students

Translate/reword the rubric for your students

Share questions with other PILR teams

PILR: Data Collection

1. Student & Faculty Surveys

2. Student Assessment Spreadsheet

PILR: Planning Quarter Deliverables & Deadline

Planning Integrated Assignment

Template Instruction Plan (use

curriculum plan guide) A summary of activities

during the quarter Reimbursement

Request (one form per college)

Implementing Integrated

Assignment & Instruction Plan Report

Student Assessment Spreadsheets

Student Response Survey

Faculty Perceptions Survey

Deadlines : March 13, 2011 (winter) & June 30, 2011 (spring)

Naming Files

What's in a name? That which we call a rose by any other name would smell as sweet…but still…

Team ID + Quarter + File name

=

LCC-A1-Q1-assignmentABE.docx

Information?

Most questions answered here