Title: Assessment for information literacy: a challenge for lifelong learning
1Assessment for information literacy a challenge
for lifelong learning
- Sheila Webber, Department of Information Studies,
University of Sheffield, UK - Bill Johnston, Centre for Academic Practice,
University of Strathclyde, Glasgow, UK - June 2002
2IL is important for LLL
- In particular, a large number of respondents
have identified information literacy as a key
set of skills that people will need in the
information age . New Zealand. Department of
Labour, Labour Market Policy Group. (2001) - Information literacy initiates, sustains, and
extends lifelong learning through abilities that
may use technologies but are ultimately
independent of them. Council of Australian
University Librarians. (2001, p2)
IL Information LiteracyLLL Lifelong Learning
3Dimensions of LLL
Old
Information literacy assessed on all factors and
within each mode
Informalsettings
Formal settings
Universities their libraries
Matrix based on Boshier (1998)
Young
4Information literacy
- the adoption of appropriate information
behaviour to obtain, through whatever channel or
medium, information well fitted to information
needs, together with critical awareness of the
importance of wise and ethical use of information
in society
5It has long been recognised that probably the
biggest influence on a students approach to
their studies is the assessment regime of the
course Rust, C. (2001, p11)
- Assessment of student learning
- Complex assessment as befits the definition of IL
6Our argument
Definition of IL
requires
implies
Academics, Students, management, library etc.
- Visions of IL
- student
- university
- organisation
Pedagogy practical enactment of the definition
Challenges in practice?
Learning design
Model of assessment for IL/LLL
7Our vision...
8Information literate student lifelong learning
in the information society
- Social/ cultural changes
- Institutional
- Local, National
- Global
Changing personal goals (academic, career, life)
Information literate student
- Information economy changes in
- Law
- Pricing, Access
- Technology
- Media
Information literacy
Principal subjects of study
9Implies
 Â
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- Body of knowledge,
- something more than a list of skills,
- plus an information literate university
10Our vision of an information literate university
- Information literate Curriculum
- IL as discipline
- Learning, teaching assessment
Information literate research
Information literate university
- Management for information literacy
- strategy
- resourcing
- policy
- infrastructure
Information literate students and graduates
Staff development for information literacy
11 and information literate organisations
Information literate graduates
Information literate RD
Staff development for information literacy
Information literate organisation
- Management for information literacy
- strategy
- resourcing
- policy
- infrastructure
Learning organisation
12No simplistic model for IL assessment
- No TV dinners!
- Assessment in context of teaching, learning and
course design - Course design is cornerstone of IL university
- Formal learning in IL laying groundwork for LLL
13Barriers to our vision include, in universities
- Lack of academic recognition
- Academic politics
- Obsession with ICT training e-learning
- Not embedded in curriculum
- Library instruction/ library skills focus (nice
but no status) not taking IL seriously as a
subject as study constrained practiceleading to
problems such as - Lack of appropriate assessment
14Learning design for the information society
influence
Learning purposes
Information rich
Proactive
Alignment T/L/A for IL
Design of learning teaching
Evaluation/ redesign
Constructivist Relational
Developmental
Assessment of learning
Credit bearing
Complex
15Designing assessment in practice
- Common factors
- Modes of assessmentexpressed by
- Tasks, activities and products of assessment
individual and group
164 Common factors
- 1. Assessment should address a blend of purposes
- Diagnosis
- Formative feedback
- Summative feedback
- Course evaluation, quality audit
17- 2. Assessment regime should display certain
conditions e.g. - relevance, consistency, authenticity,
practicality - 3. Recording of assessment should take variety of
forms e.g. - transcripts of test results, portfolios, learning
diaries - 4. Assessment should address the learners
concept of, approach to, learning e.g. - Quantitative/qualitative Surface/deep
18- Be suspicious of the objectivity and accuracy of
all measures of student ability and conscious
that human judgment is the most important element
in every indicator of human achievement - Ramsden, quoted in Biggs, J. (1999, p159).
19Modes of assessment
- Expert assessment
- Self assessment
- Peer assessment
Need to develop self-critical and reflective
capacity to be able to engage in self and peer
assessment
20"Critical self-evaluation and self-assessment of
performance is an essential quality of the
lifelong learner. Unless students are encouraged
to take at least some responsibility for their
own assessment they are unlikely to reach their
full potential as creative, productive learners
in the workplace or community Candy, P.C.,
Crebert, G. and OLeary, J. (1994, p154)
21In practice?
Factors
- Emphasis on diagnosis evaluation
- Summative formative assessment taking place but
no feedback to students because focus on course
evaluation - Emphasis on practicality relevance to other
subjectsobjectivity
- Address a blend of purposes
- Display certain conditions
22In practice?
Factors
- Emphasis on multiple choice simple tests
bibliographies - Emphasis on surface rather than deep learning
- Recorded in variety of forms
- Address learners concept of, approach to,
learning
23Modes
In practice?
- Emphasis on expert (but who is the expert?) and
self but self assessment often without
support/feedback to help student make realistic
assessment
cf workplace where emphasis is on peer and self
assessment
24Recap Our argument
Definition of IL
requires
implies
Academics, Students, management, library etc.
- Visions of IL
- student
- university
- organisation
Pedagogy practical enactment of the definition
Challenges in practice?
Learning design
Model of assessment for IL/LLL
25IL in HE and dimensions of LLL
Old
Self
Informalsettings
Formal settings
Peer
Expert
Information literate Universities
Universities now
Young
26Contacts
- Sheila Webber s.webber_at_sheffield.ac.uk
- Bill Johnston b.johnston_at_strath.ac.uk
- http//dis.shef.ac.uk/literacy/