1. Framing the Work: Creating Student Learning Outcomes for Information Literacy Amy Bessin & Katrina Salley

2. Recognizing the Need No common definition of information literacy No official set of student learning outcomes Lack of instruction and assignments on information literacy skills in Education courses Need for information literacy skills to be embedded within each major’s curriculum

3. Create a shared definition Outline information literacy skills currently being taught and that need to be taught Create a logical progression for skill scaffolding Design outcomes for a pilot program that can be applied across all disciplines Goals for Information Literacy SLOs

4. Our shared definition: Foundational to lifelong learning, information literacy is a set of skills that equip a person to critically engage with a constantly changing information environment. Information literacy focuses on finding, evaluating, interpreting, managing, and ethically using information to answer questions and develop new ones. Steps for Creating IL SLOs

5. Five general SLOs –Discovery, evaluation, interpretation, application, and ethical use Academic levels –Emerging, developed, proficient, advanced Specific language for each level Final document Steps for Creating IL SLOs

6. Met with School of Education’s Teacher/Leader Committee –Decision to integrate information literacy skills into School of Education courses –Need for assessments of information literacy skills –Points of assessment IL Integration with School of Education

7. Determined required courses Examined course assignments Provided librarian instruction Discussed assessment options IL Integration with School of Education

8. Drafted a proposal for information literacy integration with the School of Education –Timeline –Student learning outcomes –List of Education courses for instruction and assessment –Types of instruction and assessments IL Integration with School of Education

9. Met with School of Education and discussed proposal –Education students are not being taught information literacy skills in upper level courses –Ideas for existing and new assignments where information literacy skills can be incorporated IL Integration with School of Education

10. Obtain assignments in upper-level Education courses Collaborate with faculty on assignments and instruction Create lessons and formative assessments Next Steps: School of Education

11. Gather suggested resources/activities for each SLO Create a summative assessment linked to SLOs Begin curriculum mapping in other departments Next Steps: Across Campus

12. Katrina Salley (katrina.salley@asbury.edu)katrina.salley@asbury.edu Amy Bessin (amy.bessin@asbury.edu)amy.bessin@asbury.edu Link to our Faculty Services LibGuide: http://asbury.libguides.com/facserv/researchinstruction Any Questions?