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

2. 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

3. 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)

4. 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)

5. 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

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

7. 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

8. 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

9. 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?

10. PILR: Integrative Assignments
Integrative Learning…connects skills and knowledge from multiple sources and experiences…

11. 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

12. IA: Learning Outcomes Focus on key understandings
Clear, explicit and shared
Address learning challenges
Align to standards

13. 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

14. 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

15. PILR: Using the Rubrics
Jon Kerr – Dean of Instructional Programs/Director of Library Services – Lower Columbia College

16. 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.

17. PILR: Data Collection
Maureen Pettitt – Director of Institutional Research, Skagit Valley College

18. 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)

19. Information?
Most questions answered here