Transforming Pedagogy and
Curriculum with Information Literacy
PILR: PRE COLLEGE
INFORMATION
LITERACY RESEARCH
Agenda
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LSTA Grant Overview
What is this project about?
Team Introductions
Curriculum/Assignment Design
Using the Rubrics designed for PILR
Sharing Data
Deliverables
Q&A
LSTA Grant Basics
All 34 colleges may participate in:
 Professional
development
 Continuing assessment of learning
outcomes
 Specific populations (pre-college,
“rising junior”)
Steering Committee:
 Myra
Van Vactor, Deb Gilchrist, Katy
Dichter, Lynn Kanne & Wai-Fong Lee
 PLUS: Mindy Coslor, Jon Kerr,
Maureen Pettitt (PILR)
2010-2011
Pre-college Information Literacy Research
Initiative (PILR)
Other Activities:
 “Rising Junior” – IL for transfer students
 Summer ACRL “Immersion Refresher”
PILR: Research Question
How does/Does information
literacy contribute to overall
learning and transition for precollege students?
Phase 1
Develop/find methods for integrating
IL into pre-college programs
Phase 2
Seek evidence to support the
hypothesis that IL instruction makes a
difference in overall learning and
transition for pre-college students
PILR: Basics
Each
college=
1librarian +
1to 3 faculty
Shared
rubric for IL
& precollege
Unique
assignments
& curriculum
plans
Shared
student-level
data
Tips for New Teams
Advice from one of your colleagues:
 Select your partners carefully.
“I am having an excellent experience b/c I selected a faculty member
who is professional, competent and dedicated, who also has patience
and a sense of humor and follow through. These qualities will serve
you well in the necessary reporting, etc.”
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Be realistic
Think creatively but also recognize the goals of the project and
the parameters it sets.
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Be flexible
…be willing to think outside your box so that INFO LIT goals as
well as the learning goals of the instructor can be honored.
PILR: Research Teams
Winter 2010
Lower Columbia, Pierce (FS), South Seattle, Skagit
Spring 2010
Wenatchee, Lake Wa, Whatcom, Clover Park, Pierce
Fall 2010
Walla Walla, Columbia Basin, Highline
Winter 2011
Lower Columbia, Green River, Bellingham
Spring 2011
Bellevue
Quarter 1
Plan
Quarter 2
Implement,
Report,
Revise
Quarter 3
Implement,
Report,
Revise
Quarter 4
Implement,
Report
PILR: Authentic Assessment
Asks students to perform real-world tasks that
demonstrate meaningful application of essential
knowledge or skills. –Jon Mueller
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Focuses more on what a student can do than on
what a student knows
Usually includes a task and a rubric for evaluating
performance
The assessment (assignment, task) is also the vehicle
for learning
PILR: Curriculum Planning Template
Learning Outcomes: What
should the student be able to
do?
Knowledge base: What does
the student need to know to do
it well?
Activity: How will the student
learn?
Demonstration of learning:
What will the student do to
show what they have learned?
Criteria: How do you know the
student has done this well?
PILR: Integrative Assignments
Integrative Learning…connects skills and
knowledge from multiple sources and
experiences…
Integrative Assignments
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Focus on targeted knowledge,
methods, and/or skills
Have a central activity that builds
and integrates understanding
Integrate naturally with other course
assignments so students see research
as part of a larger process
Consider the most effective
collaboration between library
faculty and discipline faculty
Integrative Assignments
Generative Topics
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Relevant to students in their roles as
community members, workers, and
family members
Central to one or more disciplines
or areas of expertise
Accessible through multiple means
Connected to other topics taught
Integrative Assignments
Assessment Strategies
 Target learning outcomes
 Are based on explicit criteria set forth in the rubric
 Include self, peer, and teacher, as appropriate
 Offer informative feedback to students
Tip: Look over “Assignment & Instruction Plan Reports”
– especially the notes sections.
Integrative Assignments
Learning Outcomes
 Focus on key
understandings
 Clear, explicit and shared
 Address learning
challenges
 Align to standards
PILR Rubric – Define Task
1 - Emerging
2
3
4
5
Identifies elements Identifies the
of the problem or problem or
question with a high question with
level of assistance. minimal assistance
and selects from a
structured set of
topics.
Identifies the
problem or
question
independently and
generates topic
ideas.
Identifies the
problem or
question
independently and
generates topic
ideas and related
subtopics.
Identifies the
problem or
question
independently and
refines in order to
develop subtopics;
independently
adjusts the topic
focus to fit the task.
Follows a highly
structured plan.
Follows a minimally Develops and
structured plan.
follows a basic plan
based on provided
guidelines.
Develops and
follows a basic plan
based on provided
guidelines.
Follows a highly
structured plan.
PILR: Using the Rubrics
Review the rubric during assignment
design
 Share rubric (or relevant portion) with
students
 Translate/reword the rubric for your
students
 Share questions with other PILR teams
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PILR: Data Collection
1. Student &
Faculty
Surveys
2. Student
Assessment
Spreadsheet
PILR:
Planning Quarter Deliverables & Deadline
Deadlines : March 13, 2011 (winter) & June 30, 2011 (spring)
Planning
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Integrated Assignment
Template
Instruction Plan (use curriculum
plan guide)
A summary of activities
during the quarter
Reimbursement Request
(one form per college)
Implementing
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Integrated Assignment
& Instruction Plan
Report
Student Assessment
Spreadsheets
Student Response
Survey
Faculty Perceptions
Survey
Naming Files
What's in a name? That which we call a rose
by any other name would smell as sweet…but still…
Team ID + Quarter + File name =
LCC-A1-Q1-assignmentABE.docx
Information?
Most
questions
answered
here