Writing Learning Outcomes for Information Literacy Instruction

1. Writing Learning Outcomes for Information Literacy Instruction Presented by Halyna Kornuta October 25, 2006

2. Our Session Outcomes In today’s session, we will: • Begin with the end in mind: Learning Outcomes • Set Criteria for success / accomplishment • Design the Learning Experience

3. Creating S.M.A.R.T. Learning Outcomes Specific Measurable Achievable Realistic Timely

4. Writing Learning Outcomes Students will understand the nine reasons for building good relationships. Students will list nine reasons for building good relationships.

5. Writing Learning Outcomes Participants will develop an appreciation of cultural diversity in the workplace. Participants will summarize in writing their feelings about cultural diversity in the workplace.

6. Learning Outcomes • What do you want the student to be able to know and do? • What criteria will indicate success? • How will you design the learning experience?

7. 1. What do you want the student to be able to do? Learning Outcome Student will write a paragraph that describes the scope of the book they used, how it is organized and why it was a good choice for their topic

8. 1. What do you want the student to be able to a know and do? Learning Outcome Students will write a paragraph that describes the scope of the book used and state four reasons why the book was a good choice for their topic.

9. 2. How will I know the student has done well? Criteria • Books cited are reference books • Description of the book includes at least 3 factors that describe the scope of the work • Organizational pattern for the book is accurately stated • Student states a minimum of 4 reasons why the book was a good choice for their topic. One may be opinion and 3 must be from the evaluative criteria list developed in class (or justified to be included in a list such as the one developed

10. 2. How will I know the student has done well? Setting Criteria The student will: • Write a paragraph • Describe the scope of the book including at least 3 factors • Cite books that are reference books • State a minimum of 4 reasons why the book was a good choice: One opinion and 3 from the evaluative criteria list developed in class

11. 3. How will the student demonstrate learning? Designing the Learning Experience

12. 1. What do you want the student to be able to know and do? Learning Outcome The information literate student accesses needed information effectively and efficiently.

13. 1. What do you want the student to be able to know and do? Learning Outcome The information literate student accesses needed information effectively and efficiently by developing a research plan appropriate to the investigative method.

14. 2. How will I know the student has done well? Setting Criteria The student will: • ‘

15. 3. How will the student demonstrate learning? Designing the Learning Experience

16. Creating S.M.A.R.T. Learning Outcomes Specific Measurable Achievable Realistic Timely • Connect your goal to the big picture • Write your goal in detail – it becomes your map to success  • Remember the Phenomenon of Measurement: What is measured gets noticed What is noticed gets acted on What is acted on gets improved. Dee W. Hook

17. Our Session Outcomes In today’s session, we: • Began with the end in mind: Learning Outcomes • Set Criteria for success / accomplishment • Designed the Learning Experience

18. Writing Learning Outcomes for Information Literacy Instruction Written and produced by Halyna Kornuta October 25, 2006