Workshops: June 2010 Archives

The recording and PPT slides from the Assessment Workshop held on May 13, 2010 is posted on the Information Literacy wiki (https://wiki.lib.umn.edu/AP/InformationLiteracy). Here are some key take-aways:

• Take situational factors (environment, subject, learners, teacher) into account when selecting an assessment technique
• What do you want to assess? Major categories are 1.) knowledge, 2.) skills, 3.) values/feelings
• How are you going to use the data? It is useful to answer this question first.
• Techniques for assessing knowledge include: background knowledge probe, misconception check, memory matrix, focused listing, muddiest point/minute paper, test questions
• Techniques for assessing skill include: categorizing grid, defining feature matrix, WWW&H (When, where, why and how use?), concept map, term paper prospectus, self-assessment of skills
• Techniques for assessing values/feelings: confidence survey, reaction logs
• You may also want to assess the teaching process. A few techniques are: engagement survey, punctuated lectures, satisfaction surveys, learning analysis
• Two Resources: Fink, L. Dee. (2003).Creating Significant Learning Experiences. San Francisco, CA: Jossey-Bass and Angelo, T. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco, CA: Jossey-Bass. 

The Science and Engineering Library and the Information Literacy Collaborative hosted a one and a half day seminar for instructors in the Institute of Technology on May 19 and 20, 2010.  The purpose was to create and support a community of faculty and instructors committed to developing student skills in finding, evaluating, and synthesizing information in their academic coursework and for lifelong learning.  The seminar introduced participants to a variety of Libraries services, tools, and skill sets to help support instructors and students in their teaching and learning.  The seminar included sessions on information literacy, library and Google research tools, copyright, scholarly communication, data management, and offered consultations with subject librarians for integrating these resources into current and future assignments.

Here are a few comments from faculty and instructors responding to questions on beneficial aspects and feedback overall:
    "Revelations about what the library can and does do to facilitate faculty and student productivity"
    "Learning about available resources, talking with fellow faculty about issues related to effective pedagogy"
    "Very informative.  I learned a lot.  It makes me think of new ideas and more effective teaching strategies."
    "Thank you all for a fun and informative workshop!"

Learn more at: http://sciweb.lib.umn.edu/facultyseminar2010/