mla poster nov 2012
TRANSCRIPT
RESEARCH POSTER PRESENTATION DESIGN © 2012
www.PosterPresentations.com
1. Articulate the specific
information needed
2. Access information using
appropriate search tools
3. Evaluate the quality,
usefulness, and relevance of the
information
4. Communicate results ethically
and appropriately
Grand Valley State University’s newly revised General Education Program requires that information literacy be taught and assessed using a standardized rubric. To create that standardized rubric, the General Education Committee turned to the experts in information literacy, the librarians. The librarians used GVSU’s custom Information Literacy Core Competencies (ILCC) to draft the assessment rubric. With this process – library faculty using information literacy competencies to write a general education assessment rubric – the library is steadily and successfully integrating information literacy into the curriculum.
Abstract
Definition of Information Literacy
Purpose: To define and represent the four assessable elements of information literacy integrated into the General Education Program.
Visual Model of Information Literacy Core Competencies
General Education Information Literacy Assessment Rubric
Key Elements of Curricular Integration
• Librarians are faculty• Library faculty have a representative on the General
Education Committee• Librarians have clearly defined Information Literacy
Core Competencies (ILCCs)• The ILCCs were customized for the University’s
curriculum, making them highly relevant to University instruction and assessment
• The core competencies were heavily influenced by the General Education Program
• The core competencies, in turn, influenced the assessment rubric used by the General Education Program
• That inter-dependence both demonstrates and allows curricular integration of information literacy
Next Steps
• With the Gen Ed Program: The General Education Committee, including our own library faculty representative, will be finalizing all assessment rubrics, including our IL rubric, this fall.
• With the ILCCs: The interdependence of assessment and instruction means that we must regularly revisit our Information Literacy Core Competencies and adjust them, if needed, to keep them relevant for the current curriculum.
• With the librarians: Librarians are the disciplinary experts in information literacy, which, as with any disciplinary expertise, requires ongoing professional development and assertion of that expertise both on campus and within the library community.
• With assessment: Library assessment is the next big priority. We can define what we teach (using the ILCCs), and now we need to assess those competencies.
ContactsMary O’Kelly, LibrarianHead of Instructional Services, University [email protected]
Emily Frigo, LibrarianFirst Year Initiatives CoordinatorCurrent Library Faculty Representative, General Education [email protected]
Kathryn Waggoner, LibrarianSenior LibrarianFormer Library Faculty Representative, General Education [email protected]
Information Literacy is the process of identifying, accessing, evaluating, and using multiple forms of information. People with a general education work with many forms of information: text, data, images, and multimedia. Becoming information literate is a multi-step, iterative process that includes articulating the need for information; finding information efficiently; thinking critically about resources; managing the abundance of information available; using information ethically; synthesizing and incorporating information into one’s knowledge base; and creatively expressing and effectively communicating new knowledge.
Grand Valley State University LibrariesMary O’Kelly, Emily Frigo, Kathryn Waggoner
Information literacy and the General Education program: The library’s role