WILU 2014

Pre-Conference Workshops

E-volving and E-valuating our Practice: Using Logic Models for Information Literacy Program Planning, Evaluation, and Communicating Value

Karen Nicholson, Robin Sakowski - University of Guelph

Program logic models provide an innovative approach to IL program planning and assessment. By linking impacts, outcomes, and activities/processes, logic models illustrate how your IL team does its work, and make explicit the theory and assumptions underlying your program. In addition, because they can provide a visual representation of a program, logic models can be used to communicate with diverse audiences and stakeholders, including students, faculty, campus partners, and administrators.

In this interactive workshop, participants will gain insight into the benefits and challenges of using logic models, and visualize how logic models can help to align better program outcomes, outputs, and activities to enhance IL programs. Working in pairs and small groups, participants will create a basic logic model in order to experience firsthand some of the insights (and frustrations!) involved in the development of this program assessment tool.

Learning Outcomes

At the end of the presentation, participants will be able to:

  1. Describe how logic models can help to align better program activities, outputs and outcomes in order to see the benefits and limitations of using logic models for IL program assessment.
  2. Recognize various types of logic models in order to select an appropriate model for their need, be it program planning, implementation or assessment.
  3. Create a rudimentary logic model in order to reflect on selecting appropriate impact, outcome, and input/output measures.

Rubric Assessment (à la RAILS) for Your Library's Instruction Program

Claire Holmes, Carroll Wilkinson - Towson University (MD), West Virginia University

This workshop, facilitated by two librarians representing institutions that participated in the RAILS (Rubric Assessment of Information Literacy Skills) project, will introduce participants to sample student assignments and rubrics tested through RAILS experiences. Workshop facilitators will lead participants through the sequential rubric assessment processes in order to model a complete information literacy instruction assessment cycle. As the RAILS participants discovered from their experiences, the most important step in working with rubrics is norming.

Attendees will rate sample student assignments as a large group, using sample information literacy rubrics. This initial activity will demonstrate how reliably the group fares without rigorous norming. Next, small groups will continue norming rubrics and rating student work samples, working through the critical consensus building and rubric modification processes along the way. A discussion will follow, offering participants the opportunity to reflect on the process and think about ways to introduce rubric assessment on their campuses.

Learning Outcomes:

  1. Participants will familiarize themselves with the information literacy instruction assessment cycle, or ILIAC, in order to understand how each element of the sequence is critical to effective assessment planning and implementation.
  2. Participants will practice norming rubrics and rating student work samples in order to build consensus and strengthen rubrics.
  3. Participants will discuss implementation strategies, ways to avoid resistance, and the value of assessment to teaching quality in order to facilitate effective rubric assessment in their own instruction programs.

Planning and Implementing Library e-Learning Projects

Qinqin Zhang, Maren Goodman - Western University

The workshop is designed to provide participants with guidelines and hands-on exercises for planning and implementing library e-Learning projects, in particular, the integration of web-based library instructional modules in Learning Management Systems (LMS). The workshop will also introduce the blended learning approach and its implementation.

The workshop will walk participants through the detailed steps and best practices of designing, implementing, and assessing a library e-Learning project. Sections will include information about designing and implementing the blended learning approach, marketing or promoting the content among users, assessing students' learning outcomes, identifying and collaborating with stakeholders on campus, and liaising with faculty (or course instructors) for support throughout the course of the project.

Participants will gain hands-on experience in designing a library e-Learning project, some technical practice in developing a proposed library instructional module in LMS, and practical tips for promoting and assessing library e-Learning projects.