Wingate University recently had its Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) accreditation review. During the review they suggested we strengthen our assessments. With that, WU moved Mitch Cottenoir to the position of Institutional Effectiveness and SACSCOC Liaison. Mitch approached the library and asked how we would like to improve assessment. As a library we decided most of our direct interactions with students came from classes taught by the reference and instruction librarians, Isaac Meadows and myself, Kory Paulus. So began our adventure into updating our assessment for instruction and information literacy.
Sophie Bury joined the Advisory Board of the Threshold Achievement Test for Information Literacy in 2015. In this interview she reveals her passion for teaching and her commitment to assessment. Read about Sophie's projects on faculty IL and media literacy and learn why she joined the TATIL Advisory Board.
Question: Please tell us about your job. What are the highlights of your position?
The Learning Commons unites learning services at York University to better support students’ success and is a partnership of the Libraries, Learning Skills Services, the Writing Department, the ESL Open Learning Centre, the Career Centre, the Teaching Commons (supports teaching development at York) and the YUExperience Hub (supports experiential education at York).
My previously held roles include that of Business Librarian at York University and Wilfrid Laurier University, as well as leadership roles in the area of information literacy at both these universities in committee chair or other leadership positions.
I am very passionate about the role of academic libraries in student learning and success and very much enjoy the public service aspects of my role, including interacting with students in the classroom, as well as being one of the library’s key players in developing our reference and Learning Commons services to enhance the student experience.
At Carrick Enterprises, we talk with librarians about their information literacy goals and their need for assessments that provide specific, immediate, and actionable results. Our customers have questions like these:
What information literacy data can we contribute to our institution's accreditation self study?
How can we demonstrate the value of the library to our campus administrators?
What role do dispositions have in information literacy? How can I understand my students' information literacy dispositions and encourage them?
At what point are students capable of critically assessing the information they encounter?
How does student information literacy differ at lower and upper division levels?
I want a tool that helps us know are we meeting our institutional learning outcome goals for information literacy.
I would like to guide my students in gaining a deeper understanding of their IL strengths and weaknesses. At the beginning of our IL course, I want them to explore what information literacy is and why they need it, as well as get feedback about where they can improve.
What can I tell my faculty colleagues about information literacy outcomes on our campus? I want to have focused conversations with them that lead to common priorities and collaborations.
Carrick Enterprises offers a suite of valid and reliable information literacy assessments to help answer these questions and achieve these goals. Supported by a team of information literacy and measurement experts, these assessment tools produce valuable insights that librarians are using to inform their information literacy efforts. Whether it's identifying areas for growth, looking for evidence of improvement over the course of a student's college career, or bringing formalized assessment to accreditation efforts, the Carrick Enterprises assessments deliver what you need with pricing that respects your budget.
Cynthia Mari Orozco joined the Advisory Board of the Threshold Achievement Test for Information Literacy in 2017. She is Librarian for Equitable Services, East Los Angeles College in Monterey Park and South Gate, California, USA. Cynthia talked with us about promoting information literacy through faculty collaboration and about the importance of recognizing the efforts of our colleagues.
Question: Please tell us what you are working on these days.
We have a small instruction team that oversees a lot of information literacy instruction (ILI) at a relatively large campus, so we're actively seeking strategies to institutionalize information literacy across the campus but also to provide more targeted, intentional ILI. One project we are working on is creating embeddable information literacy content for classroom faculty in Canvas, our campus LMS, to provide faculty with easy-to-adopt resources. We also want to build professional development for classroom faculty in teaching information literacy in a Train the Trainer model, in which faculty learn about information literacy and work with a librarian to embed information literacy in their courses, ideally scaffolded throughout the semester.
It can be a challenge to navigate accrediting bodies and their expectations for information literacy instruction and assessment. This is a snapshot of how folks at one campus tackled the self-study for WSCUC accreditation, including some takeaways that may help you on your own accreditation journey.
I joined California State University Dominguez Hills in May of 2016, in the midst of an accreditation preparation frenzy. As the new information literacy coordinator, I jumped right into the ongoing process of preparing for reaccreditation, which had started years in advance. In Fall 2015, as we geared up for our 2018 site visit, our campus created Core Task Forces. Each core task force was charged with analyzing a WSCUC core competency on our campus. These competencies are expected of every graduating student and include Information Literacy (IL). Led by Library Dean Stephanie Brasley, the IL Task Force began with extensive discussions about how information literacy is defined and where we can identify these skills being taught on our campus. The committee was made up of a diverse cross-section of faculty and administrators, each with different understandings of what information literacy is and how we can measure competency. While I wasn’t yet on campus for these discussions, the committee minutes and other documentation describe the task force’s adoption of the ACRL Framework definition of information literacy and the recommendation that we distribute that definition widely. The IL Task Force then began identifying where IL competencies were taught on our campus. Ultimately, the task force felt that retroactive assessment of assignments not intended to teach or measure information literacy outcomes wouldn’t provide an authentic understanding of our students’ learning. For those reasons, they opted not to conduct a one-time assessment project, such as applying an existing rubric (e.g., AAC&U) to collect student work, and instead opted to find existing evidence. The committee recruited students to participate in IL testing using Project SAILS, used existing NSSE data (from the general questions and not the information literacy module add-on), and explored program-level student learning outcomes assessment data. ...continue reading "CSU Dominguez Hills and the WASC Senior College and University Commission"