PILR: Pre College Information Literacy Research Transforming Pedagogy and Curriculum with Information Literacy January 15, 2010 PILR: Pre College Information Literacy Research

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 Logistics Parking, Wireless, Handouts, Tables, Facilities

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 Information Literacy Research Initiative (PILR) Other Projects: Information literacy assessment projects Pre-college Literature Search Training in emerging pedagogies (summer workshop for librarians – suggestions welcome)

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

PILR: Basics Share student-level data Team = 1librarian + 1to 3 faculty Unique assignments & curriculum plans Shared rubric for IL & precollege Share student-level data

PILR: Research Teams Plan Starting Winter 2010 Starting Spring 2010 Lower Columbia Clover Park Pierce - Ft. Steilacoom Lake Washington South Seattle (two teams) Pierce – Puyallup Skagit Valley Wenatchee Valley Whatcom Winter 2010 Plan Spring 2010 Implement, Report, Revise Fall 2010 Implement, Report, Revise Winter 2011 Implement, Report

PILR: Authentic Assessment Asks students to perform real-world tasks that demonstrate meaningful application of essential knowledge or skills. –Jon Mueller 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 Proficient DEFINE TASK Levels 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