1. New Characteristics of Excellence Information Literacy & Student Learning: The Big Picture & Regional Portraits Historically Black Colleges & Universities Library Alliance, Savannah, GA Dr. Terrence Mech King’s College, Wilkes-Barre, PA October 31, 2006

2. Change & Evolution “ The Major test of a modern U.S. university is how wisely and how quickly it is able to adjust to important possibilities.” Clarke Kerr

3. Change & Fear Loss of power & prestige Loss of power & prestige Loss of resources Loss of resources Loss of autonomy Loss of autonomy Intrusion into personal & professional domains Intrusion into personal & professional domains Change in definition of success Change in definition of success Change in reward system Change in reward system Fear of technology Fear of technology Fear of having to relearn Fear of having to relearn Robert A. Sevier

4. Physics of Change An object at rest will remain at rest unless acted upon by a greater outside force. An object at rest will remain at rest unless acted upon by a greater outside force. If the pressure to change is not greater than the resistance to change, little will happen--stasis. If the pressure to change is not greater than the resistance to change, little will happen--stasis.

5. Accreditation Today Self-regulation and peer review Self-regulation and peer review Voluntary responsibility for own improvement Voluntary responsibility for own improvement Strengthen the quality & integrity of higher education, making it worthy of public confidence Strengthen the quality & integrity of higher education, making it worthy of public confidence Shift away from input standards Shift away from input standards Emphasis on outcomes Emphasis on outcomes

6. Southern Association of Colleges and Schools Principles of Accreditation: Foundations for Quality Enhancement (2001) Principles of Accreditation: Foundations for Quality Enhancement (2001) CR 2.12 Quality Enhancement Plan CR 2.12 Quality Enhancement Plan CS 3.5 Educational Programs: Undergraduate Programs CS 3.5 Educational Programs: Undergraduate Programs CS 3.8 Library and Other Learning Resources CS 3.8 Library and Other Learning Resources

7. Southern Association of Colleges and Schools CR 2.12 Quality Enhancement Plan The institution has developed an Acceptable Quality Enhancement Plan and demonstrates that the plan is part of an ongoing planning and evaluation process.

8. Southern Association of Colleges and Schools CS 3.5.1 Educational Programs The institution identifies college- level competencies within the general education core and provides evidence that graduates have attained those competencies.

9. CS 3.5.1 Educational Programs Relevant Questions for Consideration What are the specific college-level competencies within the general education program? What are the specific college-level competencies within the general education program? What evidence is available to show that students have attained these competencies? What evidence is available to show that students have attained these competencies?

10. Southern Association of Colleges and Schools CS 3.8.2 Library and Other Learning Resources The institution ensures that users have access to regular and timely instruction in the use of the library and other learning/information resources.

11. CS 3.8.2 Library and Other Learning Resources Relevant Questions for Consideration What is the objective and type of assistance available to users? What is the objective and type of assistance available to users? What delivery mechanisms exist for instruction and assistance to library users and how are they assessed? What delivery mechanisms exist for instruction and assistance to library users and how are they assessed? How is the effectiveness of learning resource programs determined? How is the effectiveness of learning resource programs determined?

12. Middle States Association of Colleges & Schools Characteristics of Excellence in Higher Education (2006) Characteristics of Excellence in Higher Education (2006) Standard 11: Educational Offerings Standard 11: Educational Offerings Standard 12: General Education Standard 12: General Education Standard 14: Assessment of Student Learning Standard 14: Assessment of Student Learning

13. Standard 11 Educational Offerings The institution’s educational offerings display academic content, rigor, and coherence that are appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings.

14. Standard 11 Fundamental Elements Adequate learning resources, facilities & staff Adequate learning resources, facilities & staff Syllabi incorporate expected learning outcomes Syllabi incorporate expected learning outcomes Programs foster a coherent learning experience Programs foster a coherent learning experience Collaboration between librarians & faculty to foster students’ information skills Collaboration between librarians & faculty to foster students’ information skills Programs promote students’ use of information and learning resources Programs promote students’ use of information and learning resources

15. Standard 12 General Education The institution’s curricula are designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and technological competency.

16. Standard 12 Fundamental Elements General education enhances students’ intellectual growth General education enhances students’ intellectual growth Requirements clearly & accurately stated Requirements clearly & accurately stated Skills & abilities developed in general education are applied in the major Skills & abilities developed in general education are applied in the major Assessment of general education outcomes Assessment of general education outcomes Assessment results used for improvement Assessment results used for improvement

17. Standard 14 Assessment of Student Learning Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.

18. North Central Association of Colleges and Schools The Handbook of Accreditation (2003) The Handbook of Accreditation (2003) Criterion Three: Student Learning and Effective Teaching Criterion Three: Student Learning and Effective Teaching Criterion Four: Acquisition, Discovery, and Application of Knowledge Criterion Four: Acquisition, Discovery, and Application of Knowledge

19. North Central Association of Colleges and Schools Criterion Three: Student Learning & Effective Teaching The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

20. Student Learning & Effective Teaching 3a. Organization’s goals for student learning outcomes are clearly stated for each educational program. 3b. Organization values and supports effective teaching. 3c. Organization creates effective learning environments. 3d. Organization’s learning resources support student learning and effective teaching

21. North Central Association of Colleges and Schools Criterion Four: Acquisition, Discovery, and Application of Knowledge The Organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

22. Acquisition, Discovery, and Application of Knowledge 4a. Organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning. 4b. Organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.

23. Acquisition, Discovery, and Application of Knowledge 4c. Organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. 4d. Organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

24. Align your Outcomes Mission  Objective/Goal  Outcomes Institutional outcomes Program outcomes Course outcomes Class outcomes

25. Today’s High Education Articulation & assessment of outcomes Articulation & assessment of outcomes Student centered approach to course & curriculum development Student centered approach to course & curriculum development Emphasis on student understanding & capabilities rather than fact-learning Emphasis on student understanding & capabilities rather than fact-learning Emphasis on undergraduate research Emphasis on undergraduate research Preparing students to apply their knowledge in non-academic settings (NEA 2001) Preparing students to apply their knowledge in non-academic settings (NEA 2001)

27. Questions?

28. Rising to the Challenge  40% of HS graduates are not prepared:  39% of college students & HS graduates report having gaps in the skills and abilities expected today.  35% of college students & 39% of HS graduates have large gaps in at least one crucial skill; 86% of both groups have gaps.  College instructors---42% of their students are not adequately prepared.  Employers---39% of HS graduates are not prepared for their current job & 45% are unprepared for advancement.

29. Most Grads Cite Gaps In At Least One Skill Oral communication/ public speaking Science Mathematics Doing research Quality of writing that is expected Reading/understanding complicated materials 35% of college students report large gaps in at least one area, 86% report some gaps in at least one area. 12% large gaps/struggling 15% large gaps/struggling 11% 14% 13% 16% 10% 13% 9% 10% 5% 9%

30. Employers/Instructors Dissatisfied With High Schools’ Skills Prep Reading/understanding complicated materials Quality of writing that is expected Doing research Mathematics Oral communication/ public speaking Science College instructorsEmployers 25% very dissatisfied 22% very dissatisfied 24% very dissatisfied 20% very dissatisfied

31. Employers/Instructors Dissatisfied With High Schools’ Skills Prep Thinking analytically Work and study habits Applying what is learned in school to solving problems Computer skills College instructorsEmployers 29% very dissatisfied 22% very dissatisfied 16% very dissatisfied 17% very dissatisfied

32. How do you know your students & graduates have the information skills they will need?

33. Why Information literacy ? Builds on general education skills Builds on general education skills Reading Reading Critical thinking & reasoning abilities Critical thinking & reasoning abilities Written & oral communication skills Written & oral communication skills It is actively student focused It is actively student focused It is assessable It is assessable Strong information skills have a positive effect on student academic success Strong information skills have a positive effect on student academic success

34. Information Literacy “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” American Library Association Presidential Committee on Information Literacy: Final Report, 1989

35. Information Literacy’s Common Themes Recognizes a need for information Recognizes a need for information Engages in information seeking behavior Engages in information seeking behavior Explores, accesses and locates materials Explores, accesses and locates materials Interacts with the information to formulate hypotheses Interacts with the information to formulate hypotheses Synthesizes, interprets. organizes, applies and communicates the information Synthesizes, interprets. organizes, applies and communicates the information Evaluates the results Evaluates the results (Eisenberg & Brown, 1992)

36. “ Access to computers, computer applications, web-enhanced courses, and information resources such as books, journals, and databases does not translate into information literate students.” “ Access to computers, computer applications, web-enhanced courses, and information resources such as books, journals, and databases does not translate into information literate students.” Developing Research & Communication Skills, p.6

37. Information literacy is not about libraries. Information literacy is about teaching and learning.

38. From Teacher Centered to Learner Centered Cover the material VS. using the material Cover the material VS. using the material Cover topics VS. mastering learning objectives Cover topics VS. mastering learning objectives Listening/reading VS. constructing knowledge through integration Listening/reading VS. constructing knowledge through integration

39. From Teacher Centered to Learner Centered Lecture VS. active learning Lecture VS. active learning Present VS. engage Present VS. engage Grades VS. classroom assessment Grades VS. classroom assessment Teaching content VS teaching students Teaching content VS teaching students Sage on the stage VS. designer of learning environments Sage on the stage VS. designer of learning environments

40. Metacognitive Approaches “How can students gain the skill to manage their own thinking, change unproductive search strategies, monitor their time and attention, know what they know and what they need to learn?” “How can students gain the skill to manage their own thinking, change unproductive search strategies, monitor their time and attention, know what they know and what they need to learn?” Diane Halpern

41. The Recursive Nature of Learning Determine the Information Needed Access Information Evaluate Information Use Information Understanding

42. Model of the Information Search Process Tasks Initiation Selection Exploration Formulation Collection Presentation ----------------------------------------------------------------------------------------------------------------------------------------------- Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment doubt confidence doubt confidence Thoughts vague-------------------------------------→focused (cognitive) -------------------------------------------→ increased interest Actions seeking relevant information--------------→seeking pertinent information (physical) exploring documenting Carol Collier Kuhlthau, Information Search Process, Rutgers University Carol Collier Kuhlthau, Information Search Process, Rutgers University

43. Cognitive development

44. Ways of Knowing. Baxter Magolda (1992 ) Domains Absolute Knowing Transitional Knowing Independent Knowing ContextualKnowing Nature of Knowledg e ● Is certain or absolute ● Is partially certain and partially uncertain ● Is uncertain – everyone has own beliefs ● Is contextual; judge on basis of evidence in context Role of learner ● Obtains knowledge from instructor ● Understands knowledge ● Thinks for self ● Shares views with others ● Creates own perspective ● Exchanges and compares perspectives ● Thinks through problems ● Integrates and applies knowledge Role of instructor ● Communicate knowledge appropriately ● Ensures that students understand knowledge ● Uses methods aimed at understanding ● Employs methods that help apply knowledge ● Promotes independent thinking ● Promotes exchange of opinions ● Promotes application of knowledge in context ● Promotes evaluative discussion of perspectives ● Student and teacher critique each other

46. Why Information Literacy ? More time & energy students invest in activities related to desired outcomes, the more likely they are to achieve those outcomes More time & energy students invest in activities related to desired outcomes, the more likely they are to achieve those outcomes Educationally effective institutions design experiences that channel students’ energies to purposeful activities Educationally effective institutions design experiences that channel students’ energies to purposeful activities

47. Questions?

48. Information literacy is a curriculum issue.

49. The Three Curricula One in the catalog One in the catalog One professors teach One professors teach One students experience One students experience

50. Where in the Curriculum Where do students learn & enhance their information skills? Where do students learn & enhance their information skills? Institution, program, course levels Institution, program, course levels Separate course, blocked courses, integrated Separate course, blocked courses, integrated General education & major General education & major Where & how do you assess it? Where & how do you assess it? How do you document that your students are information literate? How do you document that your students are information literate?

51. An Information Literacy Curriculum is: University-wide University-wide Inquiry and resource based Inquiry and resource based Makes effective use of instructional technologies and communication tools Makes effective use of instructional technologies and communication tools Learner centered Learner centered Integrated with learning outcomes in general education and the disciplines Integrated with learning outcomes in general education and the disciplines

52. Higher Education’s Dark secrets Despite our rhetoric about teaching higher order skills—critical thinking & problem solving many faculty focus on the acquisition of knowledge Despite our rhetoric about teaching higher order skills—critical thinking & problem solving many faculty focus on the acquisition of knowledge (Cashin & Downey, 1995) (Cashin & Downey, 1995) Students learn what the professors emphasize Students learn what the professors emphasize

54. A week has 168 hours Full-time students spend about 16 hours a week in class Full-time students spend about 16 hours a week in class That means 90% of the time students are NOT in class That means 90% of the time students are NOT in class When, where, and how does most the most effective learning take place? Eder

55. Change Assignments & Syllabi Start with learning outcomes Start with learning outcomes Communicate learning outcomes Communicate learning outcomes Create assignments that work Create assignments that work Create a sequences of assignments Create a sequences of assignments Progressive in sophistication Progressive in sophistication Active & problem-based Active & problem-based

56. There is more teaching going on around here than learning and you ought to do something about that. Graduating Senior King’s College, 1968

57. Assessment “ Assessment is an ongoing process aimed at understanding and improving student learning.” Tom Angelo, AAHE Bulletin, 1996

58. Assessment is not about us, it is about student learning it is about student learning and institutional effectiveness.

59. National Survey of Student Engagement NSSE--a “leading tool for assessing the quality of the undergraduate experience.” Indiana University Center for Postsecondary Research and Planning www.iub.edu/~nsse

60. Academic Challenge Number & size of written projects Number & size of written projects Course work emphasizes Course work emphasizes Synthesizing and organizing ideas, information, or experience Synthesizing and organizing ideas, information, or experience Making judgments about the value of information, arguments, or methods Making judgments about the value of information, arguments, or methods Applying concepts to practical problems or new situations Applying concepts to practical problems or new situations

61. Connecting the Dots Engagement has positive effects on grades and persistence for students from different racial and ethnic backgrounds, even after controlling for key pre-college variables. Engagement has positive effects on grades and persistence for students from different racial and ethnic backgrounds, even after controlling for key pre-college variables. Engagement has compensatory effects on first-year grades and persistence to the second year of college for historically underserved students. p.3 Engagement has compensatory effects on first-year grades and persistence to the second year of college for historically underserved students. p.3

62. Direct Evidence of Student Learning Student assignments Student assignments Standardized tests Standardized tests Course embedded assessments Course embedded assessments Portfolios of students’ work Portfolios of students’ work Capstone experiences Capstone experiences Student performances & exhibits Student performances & exhibits Other observations of student behavior Other observations of student behavior

63. Direct Evidence of Student Learning Rubrics & exemplars Rubrics & exemplars Concept maps Concept maps Juried/peer review of student projects Juried/peer review of student projects Performance on a case study or problem Performance on a case study or problem Locally devised tests Locally devised tests Commercially produced tests Commercially produced tests

64. Project SAILS Kent State University Libraries ACRL competencies ACRL competencies 12 skill sets 12 skill sets 40-50 multiple-choice items per test, 35 minutes 40-50 multiple-choice items per test, 35 minutes Subject-specific modules Subject-specific modules Communication Studies, Education, Biology, History Communication Studies, Education, Biology, History

65. Project SAILS Proven validity & reliability.80 Proven validity & reliability.80 Assesses at the institutional level Assesses at the institutional level External and internal benchmarking External and internal benchmarking Web & paper format Web & paper format Price-$3.00 per completed test, Price-$3.00 per completed test, cap of $2,000 per administration cap of $2,000 per administration

66. Educational Testing Services “ICT proficiency is the ability to use digital technology, communication tools, and /or networks appropriately to solve information problems in order to function in an information society. This includes the ability to use technology as a tool to research, organize, evaluate, and communicate information and the possession of a fundamental understanding of the ethical / legal issues surrounding the access and use of information.”

67. ICT Literacy Assessment Two versions—Core & Advanced Two versions—Core & Advanced Core--high school seniors, 1 & 2 year college students Core--high school seniors, 1 & 2 year college students Advanced--rising college juniors Advanced--rising college juniors Uses ACRL Competencies Uses ACRL Competencies 7 skill sets 7 skill sets Scenario-based tasks (75 minutes): Scenario-based tasks (75 minutes): 14 short 4-minute tasks & 14 short 4-minute tasks & 1 medium 15-minute task 1 medium 15-minute task

68. ICT Literacy Assessment Web format Web format Assesses at the student level Assesses at the student level Price-$33.00 per test Price-$33.00 per test www.ets.org/ictliteracy www.ets.org/ictliteracy

69. Information Literacy Test (ILT) James Madison University Uses ACRL Competencies 1, 2, 3, 5 Uses ACRL Competencies 1, 2, 3, 5 Assesses at student level Assesses at student level 12 skill sets 12 skill sets 60 items, reliability of.88 60 items, reliability of.88 Computerized, multiple-choice test Computerized, multiple-choice test Price-$10.00 (1-100 tests), $7.00 (101-500) $5.00 (501 or more) Price-$10.00 (1-100 tests), $7.00 (101-500) $5.00 (501 or more) www.jmu.edu/assessment/resources/ instruments_ILT.htm

70. South Dakota Regental Information Literacy Exam Uses ACRL Competencies Uses ACRL Competencies 25 multiple-choice questions 25 multiple-choice questions Reliability & validity Reliability & validity Assess at the student level Assess at the student level WebCT administered WebCT administered Low cost Low cost Dr. Carol Leibiger, Information Literacy Coordinator, USD C.Leibiger@usd.edu 605-677-6089

71. Information Literacy Assessment King’s College Uses ACRL Competencies Uses ACRL Competencies 25 multiple-choice questions 25 multiple-choice questions Assess at the student level Assess at the student level Reliability & validity Reliability & validity No cost No cost Dr. Terrence Mech Library Director, King’s College TerrenceMech@Kings.eduTerrenceMech@Kings.edu 570.208.5943 TerrenceMech@Kings.edu

72. Information Skills of Freshmen from Three Private Colleges: Mean Scores/Percentage Fall 2005 ab Refers to comparisons within column where the MEAN scores of group a are significantly (P<.05) higher than the MEAN scores of group b. Carnegie Classification of Institutions of Higher Education (2001) 1 Master’s Colleges and Universities II 2 Doctoral/Research Universities – Extensive 3 Master’s Colleges and Universities I ClassNCompositeScores Std 1 Std 2 Std 3 Std 4 Std 5 Freshmen114748.3151.0246.5751.8743.4948.58 College A 1 254 44.77 b 42.52 b 44.49 42.99 b 43.62 50.24 a College B 2 730 50.45 a 54.16 a 48.00 56.05 a 44.68 a 49.37 a College C 3 163 44.20 b 50.18 a 43.44 46.99 b 37.91 b 42.45 b

73. Information Skills of Freshmen from Three Private Colleges: Mean Scores/Percentage Fall 2005 ab Refers to comparisons within column where the MEAN scores of group a are significantly (P<.05) higher than the MEAN scores of group b Carnegie Classification of Institutions of Higher Education (2001) 1 Master’s Colleges and Universities II 2 Doctoral/Research Universities – Extensive 3 Master’s Colleges and Universities I ClassN Composite Scores Composite ScoresKnowledgeApplication Freshmen114748.3148.5448.09 College A 1 254 44.77 b 40.75b 48.49 College B 2 730 50.45 a 52.32 a 48.74 a College C 3 163 44.20 b 43.76 b 44.60 b

74. Seniors’ Information Skills by Standard: Mean Scores/Percentage Correct - Fall 2005* MajorNCompositeScores Std 1 Std 2 Std 3 Std 4 Std 5 Seniors16658.8263.2556.8760.2457.4756.27 Major A 7 33.71 b 40.00 b 28.57 b 25.71 b 34.29 b 40.00 Major B 3 38.67 d 46.6740.0040.0040.0026.67 Major C 48 57.08 a 58.75 57.50 a 55.8356.25 Major D 29 57.38 a 66.21 a 50.3459.3157.2453.79 Major E 15 62.40 a 69.33 a 57.33 64.00 a 62.6758.67 Major F 4 63.00 a 65.0045.0070.00 80.00 a 55.00 Major G 17 63.06 a 64.71 63.53 a 75.29 a 51.7660.00 Major H 11 63.27 a 67.27 67.27 a 65.45 a 63.6452.73 Major I 32 64.13 a,c 68.75 a 64.38 a 61.88 a 62.5063.13 ab, cd refers to comparisons within column where the MEAN scores of group a, c are significantly (P<.05) higher than the MEAN scores of group b, d. *Please note that in some cases the small group size and number of questions per standard may preclude more meaningful statistical comparisons.

75. Seniors’ Information Skills by Standard: Mean Scores/Percentage Correct - Fall 2005* MajorN Composite Scores KnowledgeApplication Seniors16658.8262.4455.46 Major A 7 33.71 b 36.90 b 30.77 b Major B 3 38.67 d 44.4433.33 Major C 48 57.08 a 58.68 a 55.61 a Major D 29 57.38 a 60.34 a 54.64 a Major E 15 62.40 a 68.33 a 56.92 a Major F 4 63.00 a 66.6759.62 Major G 17 63.06 a 70.10 a 56.56 a Major H 11 63.27 a 67.42 a 59.44 a Major I 32 64.13 a,c 64.13 a,c 68.23 a 60.34 a ab, cd Refers to comparisons within column where the MEAN scores of group a, c are significantly (P<.05) higher than the MEAN scores of group b, d. *Please note that in some cases the small group size and number of questions per standard may preclude more meaningful statistical comparisons.

76. Mass Comm 115 & 493 Students’ Information Skills: Mean Scores/Percentage Correct Fall 2006 *Refers to comparisons within the column where the MEAN score of one group is significantly (p<.05) higher than the MEAN score of the other group. GroupNCompositeScoresStd.1Std.2Std. 3Std.4Std.5KnowledgeApplication Comm 115 2845.5755.7142.1447.8635.0047.1444.3446.70 Comm 493 31 55.87 * 70.32 * 52.26 * 53.55 49.68 * 53.55 62.90 * 49.37

77. OSMOSIS

78. Collaboration: Is based on a common premise Is based on a common premise Is a difficult challenge in contemporary higher education Is a difficult challenge in contemporary higher education Is necessary to create student- centered approaches Is necessary to create student- centered approaches Is a cultural issue Is a cultural issue

79. Barriers to Collaboration Graduate schools prepare specialist Graduate schools prepare specialist Departments hire specialist Departments hire specialist Most scholarship is conducted alone Most scholarship is conducted alone Promotion & tenure favor individual achievements Promotion & tenure favor individual achievements

80. 15/35 In any organization: 15% leaders, opinion shapers 15% leaders, opinion shapers (Includes dreamers) 35% willing followers, early adopters 35% willing followers, early adopters---------------------------------------------- 35% reluctant followers, late adopters 35% reluctant followers, late adopters 15% curmudgeons Eder 15% curmudgeons Eder

81. 15% Curmudgeons 5% already busy and productive 5% already busy and productive Leave them alone 5% reasoned skeptics 5% reasoned skeptics Take them to lunch 5% just plain mean 5% just plain mean Leave them alone

82. Whose Job is It? EverybodySomebodyAnybodyNobody

83. Questions?