Linking E-Portfolios to Information and Technological Literacy

1. Linking E-Portfolios to Information and Technological Literacy EDUCAUSE Mid-Atlantic Conference 2008 Baltimore, Maryland Dr. Nicole Buzzetto-More, University of Maryland Eastern Shore

2. Introduction 1.0 • Who Am I: • Dr. Nicole A. Buzzetto-More, Associate Professor, Department of Business, University of Maryland Eastern Shore. • Co-Founder of the UMES Office of Instructional Technology. • Doctorate and masters degrees in communication and instructional technology from Columbia University. • Recent books: Principles of Effective Online Teaching and Advanced Principles of Effective E-Learning, 2007 available through the Informing Science Press. • Upcoming Book: Issues in Information and Media Literacy, Edited by Marcus Leaning, Spring 2008, Informing Science Press. • Awards: American Distance Education Consortium, Global Digital Business Association, Informing Science Institute • Current interests: Web-based simulations, virtuality, social networking, e-learning, e-assessment, electronic portfolios, information and media literacy, learning objects, and learning object repositories. Buzzetto-More

3. Introduction 1.2 • The University of Maryland Eastern Shore is a Historically Black University (HBU) established in 1886. It is a public university and a member of the University system of the State of Maryland. The student population is approximately 4,000. • HBUs while small in number graduate the preponderance of African Americans who earn college degrees in America. • Represent 3% of U.S. colleges and universities but enroll 28 percent of all African American college students and graduate 40% of the Black Americans who earn doctorates or first professional degrees (Hubbard, 2006). • Specialized at meeting the needs of 1st generation, at risk, and/or underserved students. • The Department of Business Management and Accounting (DBMA) is one of the largest departments on campus maintaining the University’s highest retention and graduation rates. The department has approximately 420 majors, offering programs that include Business Administration, Marketing, Finance, Accounting, and Business Education. Buzzetto-More

4. Introduction 1.3 • Electronic portfolios have become a means for students to demonstrate and reflect on learning in a way that helps students build and apply information- and technology-literacy skills. • This session will discuss e-portfolios and their potential for building such literacy, as well as present, a model for, the design of a student centered electronic portfolio project purposed for this charge. Buzzetto-More

5. Background 1.0 • Information literacy is becoming increasingly more important in a world that is rapidly evolving through the growth and proliferation of technological and information resources (American Library Association, 2000). • Individuals today are faced with countless information choices and must decide which resource(s) to use in the acquisition of information while determining the authenticity, validity, and usability of the information they discover. Buzzetto-More

6. Background 1.1 • Information Literacy Defined: • The ability to collect, evaluate, assemble, reflect upon, and use information in order to learn and inform problem-solving and decision making (Bruce, 2003). Buzzetto-More

7. Background 1.3 • Seven Faces of Information Literacy (Bruce, 1997): • Information literacy involves the use of technology for information retrieval and distribution; • Information literacy involves the location of sources; • Information literacy involves the execution of a process; • Information literacy involves the control of information; • Information literacy involves knowledge construction; • Information literacy involves creativity; and • Information literacy involves using information ethically. Buzzetto-More

8. Background 1.4 • Building the information literacy skills of students in a way that is both meaningful and interesting is a challenge for educators. Buzzetto-More

9. Background 2.0 • The skills applied in inquiry based learning are in compliment with the outcomes identified as being congruent with information literacy (Eisenberg & Berkowitz, 2000; Gawith, 1983; Kuhlthau and Todd, 2007; Bruce, 1997; Gawith, 2000). • In this students demonstrate the ability to: plan, select sources, find and locate information, engage in critical analysis, apply multilayered decision making, and construct new knowledge bases. Buzzetto-More

10. Background 2.1 Big 6 (Eisenberg and Berkowitz, 2000) • According to the Big 6 inquiry-oriented instruction builds information literacy when it involves: • 1. Task definition • 2. Information seeking strategies • 3. Searching for information • 4. Use of information • 5. Synthesis, and • 6. Evaluation Buzzetto-More

11. Background 2.2 • Kuhlthau and Todd (2007): characteristics inherent to well crafted inquiry oriented instruction that builds information literacy skills: • Students learning through active engagement • Students learn by building on what they already know • Students need guidance to help them develop their higher order thinking skills • Students development occurs in sequenced stages • Students vary in their learning styles • Student learn through symbolic interactions with others Buzzetto-More

12. Background 2.3 • Guided Inquiry Model (Kuhlthau and Todd (2007): • Initiation • Selection • Exploration • Formulation • Collection • Presentation, and • Assessment Buzzetto-More

13. THE PROJECT BASED LEARNING INFORMATION LITERACY MODEL INFORMATION LITERACY EDUCATOR PREPARATION INQUIRY ORIENTED PROJECT STRATEGIZING OUTCOMES IDENTIFIED AUTHENTIC TASK THAT REQUIRES ACTIVE ENGAGEMENT IN: AUTHENTIC TASK CREATED INFORMATION ACQUISITION PLANNING INFLUENCED BY PRIOR KNOWLEDGE PROCESS ESTABLISHED ACQUISITION INFORMATION PROCESSING INFLUENCES INFLUENCES PROCESSING TECHNOLOGY INVOLVEMENT EVALUATION SYNTHESIS/ USAGE INCLUSION OF METACOGNITION SYNTHESIS PRESENTATION/ SHARING ASSESSMENT ESTABLISHED EVALUATION METACOGNITION & SELF-REFLECTION INFORMATION LITERACY Buzzetto-More

14. Conceptual Application 1.0 • Student created outcomes-based electronic portfolios are a form of project based learning, that have been recognized for helping to build information literacy skills (Lorenzo and Ittelson, 2005b; Buzzetto-More, 2006). Buzzetto-More

15. Conceptual Application 1.1 • While creating a portfolio students are involved in: • strategic planning; • the acquisition and analysis of artifacts; • processing and connection making; • synthesis as they bring ideas and artifacts together, as well as design the look, layout, and of their portfolio; and • evaluation and self-reflection (Lorenzo and Ittelson, 2005a). • According to Lorenzo and Ittelson (2005b), the skills required and processes applied in the creation of electronic portfolios helps students learn, understand, and implement information literacy. Buzzetto-More

16. Conceptual Application 1.2 • As a model for learner-centered classrooms, portfolios provide opportunities for students to become active learners as they set goals for learning, engage in self-reflections, review goals, and assume responsibility for their own learning (Venezky & Öney, 2004). • Linked to the constructivist educational philosophy where knowledge acquisition is an inquiry-oriented self-directed activity that is authentic and encourages the building of meaningful cognitive structures (Buzzetto-More, 20076. Buzzetto-More

17. Conceptual Application 1.3 • Lorenzo and Ittelson (2005a), electronic portfolios are the biggest innovation in educational technology since the introduction of course management systems. • Used in K-12, higher education, and with adult learners, electronic portfolio adoption continues to rise exponentially (Batson, 2005). Buzzetto-More

18. 3. LOCATION AND ACCESS OF INFORMATION THAT MEETS TASK SPECIFICATIONS 2. TASK DEFINITION: GUIDED EXERCISES LINKED TO OUTCOMES AND INDICATORS 4. INFORMATION PROCESSING: ANALYZE AND EVALUATE INFORMATION 1. LEARNING OUTCOMES AND PERFORMANCE INDICATORS REVIEWED 5. SYNTHESIS: USE OF INFORMATION THE INFORMATION LITERACY E-PORTFOLIO MODEL 10. INSTITUTION/FACULTY ASSESS EFFECTIVENESS IN RELATION TO OUTCOMES 6. METACOGNITION: SELF AUTHORED REFLECTIONS WITH SELF-ASSESSMENT 7. PRESENTATION: TECHNOLOGY USED TO CREATE AND DESIGN CUSTOM PORTFOLIO 9. EVALUATION & CONCLUSION: STUDENT RE-REFLECTS AND RESPONDS TO FEEDBACK 8. FACULTY CONDUCTED ASSESSMENT USING RUBRIC Buzzetto-More

19. Explanation of Application: Step 1 • Begins with the presentation to the learners of the student learning outcomes that contextualizes and marks the purpose of the portfolio project. • Learning outcomes refers to the goals and objectives of the learning process . • Performance indicators are the demonstrable performance based actions that can be measured. Must be communicated to students in advance of an assessable activity & are usually written using Bloom’s Taxonomy of Educational Objectives. Buzzetto-More

20. Explanation of Application: Step 2 • Task definition where: students are presented with an authentic task to be completed that links to the established outcomes and indicators and which will result in the compilation of artifacts used for the completion and presentation of an electronic portfolio. • The task or problem must be meaningful and require students to engage in planning. • Stage is influenced by students' prior knowledge and their capacity for developing evaluation criteria Buzzetto-More

21. Explanation of Application: Step 3 • Students are actively engaged in information acquisition as they conduct a strategic search in order to gather information that meets the specifications of the task. Buzzetto-More

22. Explanation of Application: Step 4 • Information processing as students discern, analyze, conclude from, and internalizes information for usefulness and value applying the criteria they have self-established as well as taking into account task specifications. Buzzetto-More

23. Explanation of Application: Step 5 • Synthesis as students bring together the knowledge and information to form a whole new knowledge base that builds new relationships. • Takes place as students construct and assemble portfolios while drawing meaningful linkages to the established outcomes and/or guiding questions Buzzetto-More

24. Explanation of Application: Step 6 • Meta-cognitive and reflective stage where learners are required to: critically evaluate their methodology; thought processing; skills built and applied; gathering, usage, and synthesis of information; and overall decision making as well as how the task linked to the building and applying of the performance based student learning outcomes upon which they are about to be assessed. Buzzetto-More

25. Explanation of Application: Step 7 • Presentation where the learners arrange their portfolio for demonstration, share their portfolio, and articulate meaning and methodology to others. • The presentation should be made to both internal and external assessors as well as to peer students. Buzzetto-More

26. Explanation of Application: Step 8 • Educator assessment of student portfolios using a rubric designed around the learning outcomes and performance indicators (Buzzetto-More and Alade, 2007). Buzzetto-More

27. Explanation of Application: Step 9 • Student evaluation and conclusion which occurs when students are required to review, reflect upon, and respond to the assessment feedback they have received from the assessors who may be internal or external to the institution and/or their peer students. Buzzetto-More

28. Explanation of Application: Step 10 • Institutional stage whereas the institution reviews the rubrics as well as completed portfolios for their effectiveness in satisfying the established learning outcomes. • The results of this analysis will likely engender a change of some fashion. The results of this evaluation should be made public and accessible to students. Buzzetto-More

29. Visualization of Application 1.0 • Beginning in 2005, as part of an aggressive assurance of learning and continuous improvement effort, and in conjunction with application for accreditation from AACSB, an Assurance of Learning Committee was established in the University of Maryland Eastern Shore’s (UMES) Department of Business, Management, and Accounting (DBMA). • Charge- finding authentic assessment measures in particular a culminating assessment measure that complimented and best fit the academic and professional needs of their students in compliment with the academic mission of the institution. Buzzetto-More

30. Visualization of Application 1.1 • Selection • A series of inquiry oriented project based learning activities in particular 3 electronic portfolio usage for the assessment and building of : • Technological Competency • Information Literacy • Communications, and • As as a culminating capstone assessment measure. Buzzetto-More

31. Visualization of Application 1.2 • Portfolios demonstrate: • mastery of curriculum goals; • ability to think critically; • ability to search for, locate, analyze and evaluate information; • ability to use information strategically; • ability to synthesize concepts and present ideas; • effective use of technology to assemble ideas and communicate; and • engage in self reflection and evaluation Buzzetto-More

32. Visualization of Application 2.0 You will be assigned a series of processes which will be completed and compiled into a portfolio. Each task must be accompanied by a reflection and blog post. The reflection must be at least 500 words in length, follow proscribed guidelines by answering all requisite questions, and will be assessed using the reflection assessment rubric. Process 1 Performance Indicator 1: Student is able to use a variety of public and private information resources technological and otherwise to search for and collect relevant information. Task: Using at least 4 different resources which may or may not include public and private databases, reporting services, news sources, and government resources locate at least 12 resources relevant to the topic assigned to you. Performance Indicator 2: Student is able to analyze information for relevance and critically evaluate information. Task: Write a summary and critique of each resource. Reflect upon the meaning and implications of the information as well as the source from which it was gathered. Using the chart provided critically evalutae the information for validity, topical relevance, usability, and etcetera. Performance Indicator 3: Etcetera…… Learning Goal : Graduates should be able to collect, evaluate, assemble, reflect upon, and use information in order to learn and inform problem-solving and decision making Learning Outcome: Student is able to use a variety of public and private information resources technological and otherwise; search for and collect information; analyze information for relevance; critically evaluate information; reflect upon and use information to synthesize and support ideas and inform problem solving and decision making; reflect upon their actions , decisions, and processes; and make meaningful judgement. Buzzetto-More

33. Visualization of Application 3.0 Portfolio Requirements: At least 4 artifacts (w/ individual reflections, a holistic reflection, & blog posts) which must include at least 3 of the following: A well researched & supported position paper. Case study involving critical analysis, information research, decision making criteria establishment, judgment making based on established criteria, plan formulation, and solution/proposal articulation A process diary completed in conjunction with a business simulation A supported forecasting report A business/marketing/financial plan A business relevant situational/issue analysis An editorial written (supported by relevant information) in response to a article or key issue A WebQuest completed in one of your business courses. DBMA Learning Goal I: Graduates should think critically & solve problems strategically Performance Indicators: Student is able to analyze situations & problems, differentiate & discriminate while making judgments based on a variety of given criteria, evaluate these judgments, locate and use information to inform, formulate & organize plans, make predictions, evaluate results, make revisions as needed, & support their ideas. Buzzetto-More

34. Concluding Thoughts • Developing the information literacy skills of students in a way that is both evocative and appealing is a challenge for academicians. • What has been offered to you is model that illustrates the steps involved with educator preparation which in turn influences an inquiry oriented student project, which in turn helps to build information literacy. • The second model examined one effective methodology for building information literacy, e-portfolios, as demonstrated in the Information Literacy E-Portfolio Model. • Finally, the concepts were illustrated through a real application in the form of a student capstone portfolio implemented in a higher education department of business purposed to build the information, learning, and program outcome literacy of graduating students. Buzzetto-More

35. THE PROJECT BASED LEARNING INFORMATION LITERACY MODEL INFORMATIONLITERACY EDUCATOR PREPARATION INQUIRY ORIENTED PROJECT STRATEGIZING OUTCOMES IDENTIFIED AUTHENTIC TASK THAT REQUIRES ACTIVE ENGAGEMENT IN: AUTHENTIC TASK CREATED INFORMATION ACQUISITION PLANNING INFLUENCED BY PRIOR KNOWLEDGE PROCESS ESTABLISHED ACQUISITION INFORMATION PROCESSING INFLUENCES INFLUENCES PROCESSING TECHNOLOGY INVOLVEMENT EVALUATION SYNTHESIS/ USAGE INCLUSION OF METACOGNITION SYNTHESIS PRESENTATION/ SHARING ASSESSMENT ESTABLISHED EVALUATION METACOGNITION & SELF-REFLECTION INFORMATION LITERACY Buzzetto-More

36. 3. LOCATION AND ACCESS OF INFORMATION THAT MEETS TASK SPECIFICATIONS 2. TASK DEFINITION: GUIDED EXERCISES LINKED TO OUTCOMES AND INDICATORS 4. INFORMATION PROCESSING: ANALYZE AND EVALUATE INFORMATION 1. LEARNING OUTCOMES AND PERFORMANCE INDICATORS REVIEWED 5. SYNTHESIS: USE OF INFORMATION THE INFORMATION LITERACY E-PORTFOLIO MODEL 10. INSTITUTION/FACULTY ASSESS EFFECTIVENESS IN RELATION TO OUTCOMES 6. METACOGNITION: SELF AUTHORED REFLECTIONS WITH SELF-ASSESSMENT 7. PRESENTATION: TECHNOLOGY USED TO CREATE AND DESIGN CUSTOM PORTFOLIO 9. EVALUATION & CONCLUSION: STUDENT RE-REFLECTS AND RESPONDS TO FEEDBACK 8. FACULTY CONDUCTED ASSESSMENT USING RUBRIC Buzzetto-More

37. Thank You! Questions Anyone? Buzzetto-More

38. References • American Library Association. (2000).Information literacy competency standards for higher education. Retrieved 10/10/07 from http://www.ala.org/ala/acrl/acrlstandards/standards.pdf • Batson, T. (2005). The current state of e-portfolios in higher education. EduCause Live July 7, 2005 Http://www.educause.edu/live0513 • Bruce, C. (2003). Seven faces of information literacy. Retrieved 6/12/06 from: http://crm.hct.ac.ae/events/archive/2003/speakers/bruce.pdf • Bruce, B.C. (1997). Literacy Technologies: What Stance Should We Take? Reading Online , 29(2):289—309 • Buzzetto-More, N. & Alade, A. (2006). Best Practices in E-Assessment. Journal of Information Technology Education, Vol 5, pp. 251-269. • Buzzetto-More, N. (2006). Using Electronic Portfolios to Build Information Literacy. Global Digital Business Review, 1(1), pp. 6-11. • Eisenberg and Berkowitz. (1990). Information Problem solving: The Big six approach to library and information skills instruction. Norwood, Ablex.ePortConsortium.Org. (2003). Electronic portfolio white paper [Version 1.0]. Retrieved 4/14/06 from http://eportconsortium.org Buzzetto-More

39. References • Gawith, G. (1983). Action Learning Model. Retrieved 11/20/07 from http://ictnz.com/infolitmodels.htm • Gawith G. (2000). 3 Doors to Information Literacy. Retrieved 8/10/07 from http://infolit.unitecnology.ac.nz/3doors/ • Hubbard, D. (2006). The Color of Our Classroom, the Color of Our Future. Academe, 92(6): 27-29. • Kuhlthau, C., and Todd, R. (2007). Guided Inquiry. Retrieved 9/10/07 from http://www.cissl.scils.rutgers.edu/guided_inquiry/implementation.html • Lorenzo, G. & Ittelson, J. (2005a). An Overview of E-Portfolios. Educause Learning Initiative. • Lorenzo, G, & Ittelson, J. (2005b). Demonstrating and assessing student learning with e-portfolios. EduCause Learning Initiative Paper 3: 2005. • Venezky, R. L., & Öney, B. A. (2004). Creating and using portfolios on the Alphabet Superhighway. Retrieved September 22, 2007 from http://www.ash.udel.edu/ash/teacer/portfolio.html Buzzetto-More