Assessing the Integration of Information Literacy into a Hybrid Course Using Screencasting

1. Assessing the Integration of Information Literacy into a Hybrid Course Using Screencasting Mary Ann Trail Amy J. Hadley The Richard Stockton College of New Jersey VALE 2011

2. Information Literacy Skills • An information literate individual is able to: • Determine the extent of information needed • Access the needed information effectively and efficiently • Evaluate information and its sources critically • Incorporate selected information into one’s knowledge base • Use information effectively to accomplish a specific purpose • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally • Source: Association of College & Research Libraries http://www.acrl.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm#ildef VALE 2011

3. Take Our IL Quiz Sample questions from an inventory given to students at Richard Stockton College. VALE 2011

4. ACRL Standards Association of College & Research Libraries • Provide a framework for assessing the information literate individual. • Provide students with a framework for gaining control over how they interact with information in their environment; making them conscious of the actions required for gathering, analyzing, and using information. • ACRL.org VALE 2011

5. ACRL Standards A full description of the standards along with performance indicators and outcomes may be found at: http://www.acrl.org/ala/mgrps/divs/acrl/standards/informationliteracycompetencey.cfm There are five standards with twenty-two performance indicators. VALE 2011

6. Standard One • The information literate student determines the nature and extent of information needed. • Examples of outcomes: • Explores general information sources to increase familiarity with topic. • Differentiates between primary & secondary sources. • Determines a realistic overall plan and timeline to acquire the needed information VALE 2011

7. Standard Two • The information literate student accesses the needed information effectively and efficiently. • Examples of outcomes: • Investigates the scope, content, and organization of information retrieval systems • Identifies keywords, synonyms, and related terms for the information needed • Identifies gaps in the information retrieved and determines if the search strategy should be revised VALE 2011

8. Standard Three • The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system. • Examples of outcomes: • Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view of bias. • Draws conclusions based on information gathered. VALE 2011

9. Standard Four • The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. • Examples of outcomes: • Maintains a journal or log of activities related to the information seeking, evaluating, and communication process. • Communicates clearly and with a style that supports the purposes of the intended audience. VALE 2011

10. Standard Five • The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. • Examples of outcomes: • Identifies and discusses issues related to free vs. fee-based access to information. • Complies with institutional policies on access to information resources. VALE 2011

11. Using the Standards Standards serve as guidelines for faculty in developing methods for measuring student learning. ACRL advocates for faculty-librarian collaboration in the development of assessment and instructional strategies. VALE 2011

12. Thinking Skills Associated with ACRL Standards Bloom’s Taxonomy of Learning in the Cognitive Domain. Bloom, B.S. (ed.) (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York: McKay VALE 2011

13. Thinking Skills and IL Learning Outcomes Lower Order Higher Order • Identifying key words • Identifies verbatim material that can be appropriately quoted. • Identifies and discusses issues related to privacy and security in both the print and electronic environments. • Extending initial synthesis…to construct a new hypothesis. • Assesses the quantity, quality, and relevance of the search results…. • Analyzes the structure and logic of supporting arguments or methods VALE 2011

14. Thinking Skills and IL Instruction • Lower Order Skills • Often taught in undergraduate library research classes (e.g. freshmen seminars). • Encompass “generic” skills applicable to a variety or coursework. • Higher Order Skills • Should be infused into program courses. • Requires analysis, synthesis, and evaluation of information in the context of program-specific research. VALE 2011

15. Welcome to the Richard Stockton College Library VALE 2011

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18. Video Tutorials What is a Screencast? VALE 2011

19. Screencasting Screencasting is a tool that allows for an asynchronous multimedia form of instruction. A screencast is a digital recording of the activity on a computer screen. Besides the activity on the screen, screencasting software can capture audio as well (Udell, 2005). VALE 2011

20. Screencasting Examples of screencasting software include Snagit, Capture, Jing and Camtasia. As described by Betty (2008) screencast tutorials allow librarians to meet students “at the point of need” (p. 296). VALE 2011

21. Campus-Wide Information Literacy Needs Assessment Results of survey of faculty teaching online classes showed they were not satisfied with students ability to find and use resources for answering questions. Library had no systematic outreach to learners in distributed education. VALE 2011

22. Development of Tutorials Screencasts included information that was presented in face-to-face sessions. Video tutorials were available 24/7 through library website. Instructors could post links on Blackboard (learning management system) . VALE 2011

23. Video Toolkits VALE 2011

24. Tips for Developing Screencasts Use the best equipment you can afford. Keep them short-Keep them simple. If you need to convey more information, include it in several short screencasts. Develop a script before production. Use the highlighting feature. VALE 2011

25. Collaborative Project • Senior Seminar in Speech-Language Pathology (SLP)and Audiology. (2008-2009) • Literature suggests that SLPs are not relying on scholarly evidence to plan treatment . Reported lacking knowledge and skills in finding information. (Nail-Chiwetal & Bernstein Ratner, 2006, 2007) . VALE 2011

26. Seminar in Speech Language Pathology Delivered in a hybrid format. Senior “capstone” course in undergraduate program. Students needed to increase IL skills. VALE 2011

27. Course Objectives from Syllabus Students will be able to: • Identify appropriate sources for research in an effective and efficient manner. • Critically evaluate information and its sources. • Be able to summarize articles read in professional literature. • Describe how research results relate to practice. • Synthesize findings from a variety of appropriate sources to produce a review of literature on a specific topic. VALE 2011

28. Collaborative Planning • SLP Faculty Member and Library Faculty Member • Selected Assessment Tools • Discussions • Quiz on Tutorials • Pre & Post Tests • Rubric for Final Paper VALE 2011

29. Implementation • Students were required to watch the online videos instead of attending a face-to-face session. • Online tutorials were available “24/7” via course management software (Blackboard) and on the library webpage. • Course was offered in a blended learning (hybrid) format. • Face-to-face sessions focused on critical reading, professional writing, and data interpretation. VALE 2011

30. Assessment Results Pre Test Post Test Quizzes and Discussion Scoring Rubric VALE 2011

31. Pre-Test • More than half of the students reported no previous library training (may have been transfer students). • No one could name one of the four major ASHA journals. • Less than one percent of students responded that their experience at the college contributed very much to their knowledge, skills, and personal development in evaluating the quality of material. VALE 2011

32. Post Test Results • No statistically significant changes, but item analysis suggested the following trends: • Increased familiarity with major journals in the profession. • Thirty-three percent of students responded that their experience at the college contributed very much to their knowledge, skills, and personal development in evaluating the quality of material. VALE 2011

33. Quizzes & Discussion Students utilized Evaluation of a Website tool developed by the librarians. Students received a mean score of 58 on a scale of 60 points for adequately presenting the results of their evaluations in an online discussion. A mean score of 91.3% was obtained for the class on a quiz related to information presented in the tutorials. VALE 2011

34. Scoring Rubric for Final Paper • Students were to prepare a review of the literature on a topic having implications for evidence-based practice. • On the portions of the rubric directly related to information literacy skills, students received a mean score of 28 out of 30 possible points. Students were expected to synthesize information from a variety of scholarly sources into their work. VALE 2011

35. Conclusions • Authentic assessment more meaningful than static assessment (e.g . Test scores on recall of specific knowledge did not indicate that students were able to apply knowledge). • Rubric scores were more meaningful; showing higher level skills: application & synthesis. • Based on observations, students need to view tutorials multiple times-which is an advantage of the “24-7” availability. • Tutorials should be incorporated with reinforcing assignments in order to develop application & synthesis of material. VALE 2011

36. Future Directions Continuing integration in the Senior Seminar Class Enlarging the research pool by including other faculty Training session with faculty from multiple disciplines Results expected next spring. VALE 2011