Notes from 2011 IL Summit

MB, CCC = shared IL Gen Ed and WR Gen Ed overlap analysis, common assignment, 2 sample rubric ideas, and alternative language for describing IL concepts. Bryan’s question about any rubric = does it guide instruction for an instructor newly hired.
Eva, CCC = Efficacy of plagiarism tutorials. Wants assessment to influence what is done in the classroom.
Bryan, Linn-Benton CC = questions to Dorothy regarding the number of variables involved in assessing the impact of library instruction (e.g., takes place in the classroom, at the reference desk, we only see about 50% of students.
Kate, Lane CC = resources! Based on the sheer number of students in WR121 and 122 fall term alone, feels we are still a ways off from assessment.
Pam, PCC = track all lit instruction sessions. Of those students, did they register for the next class? Did they complete the next class? Can we get anything relevant out of it?
Note: writing instructors present read all of the sources their students cite.
Pam, PCC = student achievement of college core outcomes.
OSU = confidence level goes down as student learns more, so assessment sometimes shows the student learning less at the end of the instruction time (or at least reporting less confidence in their skills as they learn more about what is out there).
Nancy Knowles, EOU= pull data from capstone.
Jen, Lane CC = comment that assessment can show what is not happening rather than show that we’re doing it well. Gets at adjunct issue.
Bryan’s comment that we should invite faculty buddies to next Summit.
OSU pre and post test for WR121. Determines student’s impression of how they do research.  Pre is given in the first week, post is given in the 8th week. OSU uses QualTricks (“like survey monkey on steroids”).  Question from Nancy- how do you make a connection from pre and post to the student’s product and what they are able to do? Stefanie (OSU) = spot check, random sample…Siskana- reliability and dependability is up in the air? Stefanie = so tie it to some other measurable assessment tool. This is used more for tweaking instruction rather than outcome assessment.
Bryan, Linn-Benton= “I search model”
Jen says traditional paper is still alive at Lane.
Stefanie = useful for them to start thinking about why did I choose what I did.
Pam = WR115 get precollege level. WR121 at PCC is not a research paper. Nancy says EOU sees WR 115 and WR121 as inviting students into academic discourse.
Nancy= WHERE OUR IL PARTNERS CAN HELP how to ask a good question, how to begin an inquiry process, how to engage in an inquiry process.
Siskanna, Lane = 115-227 sequence…pervasive, ongoing assessment program. IL will be the first criteria. So first iteration of 5-year plan. Collecting artifacts of what the IL instructor considers a final product (2 pieces of student work per instructor for each course taught). Lane has done the collection for fall. Using Moodle to submit or can submit hard copy to maintain anonymity. They’re in the third term of collection. Part and Full timer writing faculty will read the papers. Lane library toolkit. AACOU rubric- need an agreed upon reality. How many readers of each? Adjudication to resolve differences. Looking for patterns across courses.

ELLUMINATE. Nickolas and Linda = presentation on Elluminate. Had used teleconferencing and wanted a different technology…had an Elluminate license. Nick = current technology wasn’t satisfactory, culture of teleconferencing was already in place. Grant provided about $3500 which they used for release time. For trial they overloaded in student support and the payoff was worth it.  Links to training before hand. One instructor to troubleshoot while the other keeps teaching. Students help each other as well, not all communication had to be mediated through the instruction. Important to formalize manners/rules (e.g., raising the hand feature). Go back to instruction fundamentals …instruction without physical feedback from students. Record- students like being able to watch it if they couldn’t make it the first time. Students also found it useful for study groups. Question from Bob regarding boredom of watching a webinar. Mandatory attendance makes better attendance. Feedback had to take place in assignment design.

Began with the assumption that the one shot is less effective. Note- in any model there will be elements that inhibit learning. Small group discussions. (Is there) an assumption that you can teach skills and not theory? Course assessment guides more effective than subject guides. Library presentation in a SMS. Ongoing. Think about  highly targeted 10 minute sessions. Menu approach- maybe faculty don’t know what you offer. Interview students in addition to faculty. Have faculty embed librarian into the syllabus. Integrated learning community. IL proficiencies are ambitious and more appropriate for 4 year grad and even then we would be happy. Students wouldn’t necessarily retain info in a one shot, but would create awareness of info and librarian.

small group reviewed existing courses. Question the role of library 127 at each institution- at EOU as a retention device, at COCC in class 25 at a time, forced professional development, COCC = 1 and 2 credit 100 level courses are in demand.  List of values. List of reasons not to. List of strategies for developing and implementation. Sally M. regarding strategies. Target University Learning Outcomes (ULOs such as retention, enrollment, achievement). Faculty status or demonstrable knowledge expertise. Active on campus and helping depts. Get to know people. Talk to people who have developed courses. Get Gen Ed for course so makes it desirable. Collect measurable data. FUTURE CONVERSATIONS best practice for IL courses. Assessment of instruction and course. Evaluation and pedagogy of online and campus. Increased diversity. Assessment can be vital in justifying a  course before you offer it (to get it on the books) and after to show benefits. Show outcomes better met in quantitative way even if outcome is in another class. Q from Jen: logistics and trade offs (less time on ref desk). Theresa = job security. Could do w/in load or as extra job assignment. Donna from PCC got Deans from various campuses to pay for it. At EOU, student chooses course topic to focus on and the topic is often from another course. At COCC they use the grapevine…advised in if taking a writing class.  See links on IL Summit page, the password was given out at the meeting and can be obtained by contacting Cat Finney.

GTA Jaime demo’d assignments embedded throughout the OSU course. Group will post those assignments. Technology as a delivery method- needs getting that info to the instructor. View tutorial (possibly prior to class). Tutorials and video in the class…media- how to use an e tool in class effectively. Use tech to train the trainer. More involved in assignment creation. Build in discussion in points. Relationship between library/librarian and instructor, and relationship between librarian and students. Databases seem to be the piece instructors are the least comfortable with teaching. Analyze rhetoric or language used and ID slant so ties into keyword. Bryan- sign off on online or branch equivalence and are we able to do that or are we sometimes expanding too fast to support. So- need for best practices.

Attendees asked to fill out evaluations. Contact ILAGO if interested in hosting next year. ILAGO Board meeting in the fall (invitation will go out to the larger group). ILAGO Board working on bylaws (Robert will take on coordination of that piece) then the ILAGO membership will be invited to give input/feedback and then a final draft will go to the membership for a vote. Suggestion that positions on board rotate between faculty from 2 and 4-year institutions. Fall meeting- the board meeting with IL reps and a working meeting. Bryan volunteered to draft letter of support for K-8/12 librarians in Salem Keizer area. Suggestion that ILAGO draft letter supporting MHCC and other cc’s laying off (or not replacing) librarians. Decision = one letter re K-8/12 initiative and position statement re impact of academic librarians.


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