Tuesday, May 01, 2007

Info Lit Assessment Online Workshop May 2007

Week 1 Recommended Activity

Write an outcome for your program, drawing upon one of the 9 principles. Start with that you think most important to work on at the current stage of development of your program. You may submit your work in one of 3 ways:

1. privately by email to Anne Zald
zald@u.washington.edu or Deb Gilchrist DGilchri@pierce.ctc.edu

2. anonymously - add it as a "comment" to this posting. Go to the bottom of this posting and click on "comments" or "add comment"

3. publicly -
- add it as a "comment" to this posting. Go to the bottom of this posting and click on "comments" or "add comment". If you have a Blogger account, use it. If not, include your name and contact info at the end of your comment.

Nine Principles of Good Practice for Assessing Student Learning



Archives of synchronous sessions and other info:

Library Instruction Outcomes: Available in Microsoft Word

Characteristics of Programs of Information Literacy that Illustrate Best Practices: A Guideline http://www.ala.org/ala/acrl/acrlstandards/characteristics.htm

Information Literacy Competency Standards for Higher Education http://www.ala.org/ala/acrl/acrlstandards/

Task Force on Academic Library Outcomes Assessment Report http://www.ala.org/ala/acrl/acrlpubs/whitepapers/

Principles of Good Assessment
Principles of Good Assessment.pdf

Anne Zald
University of Washington Libraries

1 comment:

  1. I chose to work with principle 6: assessment fosters wider improvement when representatives from across the educational community are involved. Until recently, library instruction mainly happened within public services departments; now collection development librarians are involved--and there have been several new hires in that dept. So here goes:

    Collection development bibliographers will market the library research instruction program to targeted faculty in their subject areas by October 2007 in order to increase the number of library instruction sessions we teach this fall by 10 additional classes or classes in departments for whom we’ve not taught recently. The process of marketing the library instruction program will increase the involvement of the collection development bibliographers and make them more active in promoting the program. Continuous, persistent marketing to faculty results in greater faculty awareness of the program and greater likelihood that they will request instruction.


What do you think?