CILOSIL colossal Change

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CILOSIL (colossal) Change?

• Course Integrated Learning Outcomes Supporting
  Information Literacy

Dianne Cmor, Hong Kong Baptist University JULAC
Forum 2009
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OutlineThree Change Agents Collide

• Outcomes-based teaching and learning (OBTL) fully
  adopted by HKBU Library
• Graduate attribute relating to information
  literacy adopted by HKBU, as curriculum reform is
  underway
• First-year, required, information technology
  course redesign

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OBTL in the Library I

• Applied selected ACRL Information Literacy
  Competency Standards with clear learning outcomes
  to four levels of instruction at HKBU Library
  foundation, basic, intermediate, and advanced
• http//www.hkbu.edu.hk/lib/support/bu_acrl_ilstdou
  tcomes_chart.doc

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OBTL in the Library II

• Designed an OBTL planning template for all
  library classes focus on outcomes, assessment,
  curriculum, pedagogy
• http//www.hkbu.edu.hk/lib/support/teaching.htmle
  xamples

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OBTL Hurts but just a little!

• BEFORE OBTL That went pretty well, I think. I
  fit everything in. Students seemed to get it, and
  were able to do the hands-on work. They thanked
  me. Faculty said it was very useful.
• AFTER OBTL Oh, dear. Oh, my.
• They did not achieve the outcomes. They
  struggled here. And here. They clearly didnt
  understand what I meant here. Time to change a
  few things
• BECAUSE OF OBTL Clear outcomes, clear
  assessment, continuous improvement, and, improved
  learning.

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HKBU Graduate Attributes

• Worked with faculty and administration in
  drafting six attributes that would describe ALL
  HKBU graduates, and managed to get .
• 5) Have effective information literacy and
  technology skills, and mathematical and
  problem-solving skills, to function effectively
  in work and everyday life.
• A seat at the table leverage opportunity!
• Fyi others on KNOWLEDGE, CRITICAL/CREATIVE
  THINKING, INDEPENDENT LEARNING, LANGUAGE,
  INTERNATIONAL CITIZENS

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IT Portfolio Re-envisioned

• Long-standing required course focusing on basic
  IT productivity software skills
• Met with faculty who were re-thinking the course
  and discussing a new approach the information
  management cycle (needs identification, data
  collection, data storage, analyis, presentation,
  etc.)
• Library would teach the Problem-Solving Session
  related to data collection via library resources

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IMT1180 Fall 2008

• Librarians designed teaching materials and
  exercises to teach students how to find articles
  on a topic five sets of materials relevant to
  arts, sciences, social sciences, business, and
  communication
• Taught 50 sections (1000 students), assessed
  exercises, and provided general feedback for
  students posted on their course page
• Librarians also asked to attend 50 sections of
  Phase One presentations, and provide on the
  spot feedback and advice on student research thus
  far a great chance to see what students have
  learned and can apply!

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Learning Outcomes Achieved?

• Exercises from library session analyzed,
  revealing approximately 70 of students achieved
  the learning outcomes not bad, but we set 80
  as our goal, so some work to be done
• Qualitative, diary-like data from librarian
  observers at presentations analyzed, showing
  students had considerable difficulty two weeks
  later in applying library-related learning
  outcomes so worse than we thought!!
• Interview data with instructors indicated too
  much material covered throughout course and in
  library session students did not appreciate the
  need for library resources

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IMT1180 - Future Plans

• Most important thing about clear outcomes,
  honestly assessed? We learn, and thus they
  learn.
• Reduce of outcomes and amount of material
  covered
• More time on WHY use scholarly resources
• Clearer instructions needed on some exercises
• Change emphasis based on data and observation
  strong on synonyms, weak on connectors
• Coming semester, students will be asked to
  present on their data collection BEFORE the
  library session, and then be introduced to the
  concept of scholarly sources strengthening their
  projects

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HKBU Instruction Plan Lift-Off

• FOUNDATION already had regular workshops with
  associate degree students but have improved
  outcomes since adopting OBTL approach
• BASIC already had uLife library workshop
  (Orientation Week) now combined with first year
  IMT - we can stop covering too much, too early,
  and ensure real learning is occurring in our
  classes
• INTERMEDIATE ADVANCED faculty are becoming
  more aware of importance of information literacy,
  30 more requests last semester (not counting IMT
  classes), more basis for discussion with faculty
  re content, pedagogy and assessment

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All the Pretty Pieces

• Information literacy graduate attribute as our
  mandated goal
• External standards (ACRL) applied locally
  provides credible foundation
• OBTL philosophy oversees/nourishes a program of
  continuous assessment/improvement
• uLife and IMT provide a solid home for the
  required basic level outcomes
• Can now start to collaborate with departments on
  achieving higher level outcomes in the context of
  their own disciplines