Oregon IL Summit 2012

Thanks for participating in the 2012 Summit! Find presentation materials linked below.

Oregon’s Information Ecology: Cultivating Student Success Along the Academic Continuum
Saturday May 19, 2012, Chemeketa Community College: Yamhill Valley Campus, McMinnville. Check-in and continental breakfast, 8:15-8:45, opening session begins at 9:00. Final session ends at 3:45.

The day will begin with an update on information literacy in Oregon, including discussion about the Common Core State Standards and implications for secondary and higher ed IL programs.

We’re excited to have Terri Kuechle, Media Specialist at Highland Park Middle School in the Beaverton School District as our Keynote speaker. Terri will present the 8-Step Research Model she has developed with classroom teachers over the last five years.  The model and presentation will include an introduction to lessons, templates, rubrics, assessments, learning targets, games and activities for teaching middle school students research skills and critical thinking.  The discussion will tie in with high school and college readiness.

The morning Keynote will be followed by breakout sessions. In addition to a discussion session for participants who want more time to talk to Terri Kuechle about the IL model, we will have the following breakout sessions:

Morning Breakout Sessions:

Information Literacy Assessment @ MHCC
Session Prezi
Amanda Bird, David Wright, Nathalie Wright
Mount Hood Community College

Beginning in Winter 2011, MHCC writing faculty and librarians conducted an annual assessment of information literacy skills in WR121 students. An instrument has been developed to assess student skills in research— gathering and evaluating sources—as well as the use and citation of sources in student writing. Data collected are used to aid writing faculty in meeting information literacy outcomes, as well as to evaluate the MHCC library instruction program. We will discuss preliminary findings, information regarding the design of the assessment instrument, and the implementation of the survey.

Course Development: Two Unique Approaches at Two ends of the Continuum
Sally Mielke, Sarah Ralston
Eastern Oregon University

Pierce Library was invited to collaborate with EOU College of Education and EF Educational Tours to develop an experimental global awareness course for high school students. The course will be administered online/during an international travel experience to students nationwide, for college credit. Using a project-based learning approach, students will be assisted in developing a research question, introduced to college-level research through a modular information literacy tutorial, and supported in conducting their own original research while on tour. The pilot group will be enrolled in the course and traveling this summer.

Additionally, EOU librarians have, in a collaboration with EOU Liberal Studies program, created a new course designed to meet the needs of upper level college students preparing to complete a capstone or similar project. Through anecdotal experience with students and input from university faculty, librarians determined the need for instruction to assist with the beginning processes of a research project. Our new course, LIB 327, focuses on exploring a topic, creating a research question, and doing background literature review in preparation for culminating academic projects.

Sally Mielke and Sarah Ralston will co-present the session describing impetus for collaboration, creation and development of these two information literacy courses at EOU.

Lunch Session:

Interactive Classroom Assessment Techniques (iCATs) using Clicker Technology
Dale Vidmar
Southern Oregon University Hannon Library

iCATs Presentation
Clicker Presentation and Questions
Assessing student learning “after” instruction sessions is essential to improving teaching. However, classroom assessment techniques are perhaps more important “during” an instruction session in not only gaging students understanding, but also in securing and cementing intended outcomes before students exit the classroom. Using clicker technology, instructors can develop interactive classroom assessment questions and activities resulting in improved student learning and better teaching practices.
The intention of this presentation is to iCATs using clicker technology with the focus both on the technology of clickers and interactive classroom assessment techniques. Participants will gain two essential outcomes: First, they will gain a better understanding of classroom assessment techniques to measure the “real-time” learning of students in a classroom session. Second, they will gain a better understand of how to implement clicker technology to interactively assess student learning and improve their personal teaching practice.

Afternoon Breakout Sessions:

Information Literacy Across the Online Curriculum
Amanda Bird, David Wright, Nathalie Wright
Mount Hood Community College

In the fall of 2009, distance learning and library faculty began a conversation about information literacy instruction in online courses. At MHCC online faculty are trained through the Online Faculty Academy, a self-paced, flexible instructional framework that enables instructors to plan, develop, and then implement effective online instruction. The ILDL team began here by creating a Library Resources Module in the Academy. The module and corresponding checkpoint addressed several notable goals:

  • Making instructors aware of the library’s electronic resources,
  • Connecting instructors to a faculty librarian familiar with Blackboard and online instruction
  • Reviewing the concept of Information Literacy
  • Completing an activity to incorporate Information Literacy into their online course(s)

The next step was to incorporate library instruction in online courses. Unsurprisingly face to face library instruction was problematic for online students. In the fall of 2011, MHCC piloted an embedded librarian program for online courses. Librarians were added in the role of TA to engage with students through IL groups or discussion forums, to guide research and provide feedback on source validity and integration. They also worked with online faculty to refine existing assignments to incorporate IL skills. For the IL Summit, we would like to present the Online Academy Library Resources Module and share our experiences with embedded librarians in online courses, now in our third term.

You’re Doing More Than You Think:
Acknowledging the Small Victories in Assessing Digital Literacy
Digital Literacy Rubric
Rick Stoddart, Assessment Librarian

Oregon State University

Digital and information literacies instruction is truly a daunting and multi-faceted undertaking. Many librarians have begun to scale back what can effectively be accomplished in a one-shot bibliographic session due to time constraints. Instead, some instructors have started to focus more deeply on teaching toward just a few information literacy skills (such as Evaluation) that can be accomplished in the limited timeframe available.

This is definitely a sensible approach. However, while the focus is often on broader information literacy outcomes, there are many smaller digital literacy competences addressed during typical library instruction such as computer navigation and hardware skills. These foundational skills are the building blocks of lifelong digital and information literacies. This presentation will re-emphasize these essential competencies and tie them into the overall information literacy mission of librarianship. The objective of the presentation is to acknowledge all the meaningful smaller learning outcomes library instructors teach that may have an impact on student success. Library educators are doing more than you realize. Let’s document, assess, and celebrate these accomplishments. This presentation will include an assessment rubric and lesson plan ideas.

Afternoon General Sessions:

Build up, don’t burn out: on building a culture of assessment
Meredith Farkas
Portland State University
In an environment in which libraries need to demonstrate their value to faculty and administrators, showing how the library contributes to student learning through its instruction program is critical. However, creating a culture of meaningful assessment can be quite an uphill battle, even with colleagues who are passionate about teaching. Meredith will discuss her experiences developing library-wide learning outcomes at Portland State and working to develop and support a fledgling instructional assessment program. Looking at her own struggles and at the literature, Meredith will describe what it takes to build a culture of assessment and how to avoid making some of the mistakes she did in her first year at PSU.

A lantern and a looking glass: one librarian’s story of advocacy
Candice Watkins
Clatsop Community College

During the Fall of 2011, 14 full-time faculty at Clatsop Community College, including Candice Wakins, the faculty librarian, were given pink slips. Over the next two months, Candice aggressively presented her case to the college community and eventually retained employment. Candice will provide an overview of her situation at Clatsop, how she advocated for herself, and pose questions to the audience about the need for broader advocacy amongst academic libraries in Oregon.

Past Oregon Information Literacy Summits:

2011 Oregon Information Literacy Summit

2010 Oregon Information Literacy Summit

2008 Oregon Information Literacy Summit

2007 Oregon Information Literacy Summit

2006 Oregon Information Literacy Summit

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