New Characteristics of Excellence Information Literacy & Student Learning:

1. New Characteristics of Excellence Information Literacy & Student Learning: The Big Picture & Regional Portraits Historically Black Colleges & Universities Library Alliance, Savannah, GA Dr. Terrence Mech King’s College, Wilkes-Barre, PA October 31, 2006

2. Change & Evolution “The Major test of a modern U.S. university is how wisely and how quickly it is able to adjust to important possibilities.” Clarke Kerr

3. Loss of power & prestige Loss of resources Loss of autonomy Intrusion into personal & professional domains Change in definition of success Change in reward system Fear of technology Fear of having to relearn Robert A. Sevier Change & Fear

4. Physics of Change • An object at rest will remain at rest unless acted upon by a greater outside force. • If the pressure to change is not greater than the resistance to change, little will happen--stasis.

5. Accreditation Today • Self-regulation and peer review • Voluntary responsibility for own improvement • Strengthen the quality & integrity of higher education, making it worthy of public confidence • Shift away from input standards • Emphasis on outcomes

6. Southern Association of Colleges and Schools • Principles of Accreditation: Foundations for Quality Enhancement (2001) • CR 2.12 Quality Enhancement Plan • CS 3.5 Educational Programs: Undergraduate Programs • CS 3.8 Library and Other Learning Resources

7. Southern Association of Colleges and Schools CR 2.12 Quality Enhancement Plan The institution has developed an Acceptable Quality Enhancement Plan and demonstrates that the plan is part of an ongoing planning and evaluation process.

8. Southern Association of Colleges and Schools CS 3.5.1 Educational Programs The institution identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies.

9. CS 3.5.1 Educational ProgramsRelevant Questions for Consideration • What are the specific college-level competencies within the general education program? • What evidence is available to show that students have attained these competencies?

10. Southern Association of Colleges and Schools CS 3.8.2 Library and Other Learning Resources The institution ensures that users have access to regular and timely instruction in the use of the library and other learning/information resources.

11. CS 3.8.2 Library and Other Learning ResourcesRelevant Questions for Consideration • What is the objective and type of assistance available to users? • What delivery mechanisms exist for instruction and assistance to library users and how are they assessed? • How is the effectiveness of learning resource programs determined?

12. Middle States Association ofColleges & Schools • Characteristics of Excellence in Higher Education (2006) • Standard 11: Educational Offerings • Standard 12: General Education • Standard 14: Assessment of Student Learning

13. Standard 11Educational Offerings The institution’s educational offerings display academic content, rigor, and coherence that are appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings.

14. Standard 11Fundamental Elements • Adequate learning resources, facilities & staff • Syllabi incorporate expected learning outcomes • Programs foster a coherent learning experience • Collaboration between librarians & faculty to foster students’ information skills • Programs promote students’ use of information and learning resources

15. Standard 12General Education The institution’s curricula are designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and technological competency.

16. Standard 12Fundamental Elements • General education enhances students’ intellectual growth • Requirements clearly & accurately stated • Skills & abilities developed in general education are applied in the major • Assessment of general education outcomes • Assessment results used for improvement

17. Standard 14Assessment of Student Learning Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.

18. North Central Association of Colleges and Schools • The Handbook of Accreditation (2003) • Criterion Three: Student Learning and Effective Teaching • Criterion Four: Acquisition, Discovery, and Application of Knowledge

19. North Central Association of Colleges and Schools Criterion Three: Student Learning & Effective Teaching The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

20. Student Learning & Effective Teaching 3a. Organization’s goals for student learning outcomes are clearly stated for each educational program. 3b. Organization values and supports effective teaching. 3c. Organization creates effective learning environments. 3d. Organization’s learning resources support student learning and effective teaching

21. North Central Association of Colleges and Schools Criterion Four: Acquisition, Discovery, and Application of Knowledge The Organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

22. Acquisition, Discovery, and Application of Knowledge 4a. Organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning. 4b. Organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.

23. Acquisition, Discovery, and Application of Knowledge 4c. Organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. 4d. Organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

24. Align your Outcomes MissionObjective/GoalOutcomes Institutional outcomes Program outcomes Course outcomes Class outcomes

25. Today’s High Education • Articulation & assessment of outcomes • Student centered approach to course & curriculum development • Emphasis on student understanding & capabilities rather than fact-learning • Emphasis on undergraduate research • Preparing students to apply their knowledge in non-academic settings(NEA 2001)

27. Questions?

28. Rising to the Challenge • 40% of HS graduates are not prepared: • 39% of college students & HS graduates report having gaps in the skills and abilities expected today. • 35% of college students & 39% of HS graduates have large gaps in at least one crucial skill; 86% of both groups have gaps. • College instructors---42% of their students are not adequately prepared. • Employers---39% of HS graduates are not prepared for their current job & 45% are unprepared for advancement.

29. Most Grads Cite Gaps In At Least One Skill 35% of college students report large gaps in at least one area, 86% report some gaps in at least one area. Oral communication/public speaking Science Mathematics Doing research Quality of writing that is expected Reading/understandingcomplicated materials 12% large gaps/struggling15% large gaps/struggling 11%14% 13%16% 10%13% 9%10% 5%9%

30. College instructors Employers/Instructors Dissatisfied With High Schools’ Skills Prep Employers 25% very dissatisfied 22% very dissatisfied 24% very dissatisfied 20% very dissatisfied Reading/understandingcomplicated materials Quality of writing that is expected Doing research Mathematics Oral communication/public speaking Science

31. College instructors Employers/Instructors Dissatisfied With High Schools’ Skills Prep Employers 29% very dissatisfied 22% very dissatisfied16% very dissatisfied 17% very dissatisfied Thinking analytically Work and study habits Applying what is learned in school to solving problems Computer skills

32. How do you know your students & graduates have the information skills they will need?

33. Why Information literacy ? • Builds on general education skills • Reading • Critical thinking & reasoning abilities • Written & oral communication skills • It is actively student focused • It is assessable • Strong information skills have a positive effect on student academic success

34. Information Literacy “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” American Library Association Presidential Committee on Information Literacy: Final Report, 1989

35. Information Literacy’s Common Themes • Recognizes a need for information • Engages in information seeking behavior • Explores, accesses and locates materials • Interacts with the information to formulate hypotheses • Synthesizes, interprets. organizes, applies and communicates the information • Evaluates the results (Eisenberg & Brown, 1992)

36. “Access to computers, computer applications, web-enhanced courses, and information resources such as books, journals, and databases does not translate into information literate students.” Developing Research & Communication Skills, p.6

37. Information literacy is not about libraries. Information literacy is about teaching and learning.

38. From Teacher Centered to Learner Centered • Cover the material VS. using the material • Cover topics VS. mastering learning objectives • Listening/reading VS. constructing knowledge through integration

39. From Teacher Centered to Learner Centered • Lecture VS. active learning • Present VS. engage • Grades VS. classroom assessment • Teaching content VS teaching students • Sage on the stage VS. designer of learning environments

40. Metacognitive Approaches “How can students gain the skill to manage their own thinking, change unproductive search strategies, monitor their time and attention, know what they know and what they need to learn?” Diane Halpern

41. Understanding The Recursive Nature of Learning UseInformation Determine theInformation Needed Access Information EvaluateInformation

42. Model of the Information Search Process Tasks Initiation Selection Exploration Formulation Collection Presentation ----------------------------------------------------------------------------------------------------------------------------------------------- Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment doubt confidence Thoughtsvague-------------------------------------→focused (cognitive) -------------------------------------------→ increased interest Actions seeking relevant information--------------→seeking pertinent information (physical) exploring documenting • Carol Collier Kuhlthau, Information Search Process, Rutgers University

43. Cognitive development

44. Ways of Knowing. Baxter Magolda (1992)

46. Why Information Literacy? • More time & energy students invest in activities related to desired outcomes, the more likely they are to achieve those outcomes • Educationally effective institutions design experiences that channel students’ energies to purposeful activities

47. Questions?

48. Information literacy is a curriculum issue.

49. The Three Curricula • One in the catalog • One professors teach • One students experience

50. Where in the Curriculum • Where do students learn & enhance their information skills? • Institution, program, course levels • Separate course, blocked courses, integrated • General education & major • Where & how do you assess it? • How do you document that your students are information literate?