TILTing at Clark College: How We Adapted

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TILTing at Clark CollegeHow We Adapted ( Are
Assessing) the Texas Information Literacy
Tutorial

• PNW Higher Education Assessment Conference
• Roxanne Dimyan, Reference Librarian
• Kitty Mackey, Reference Librarian
• Clark College Vancouver, WA
• May 1, 2003, Spokane, WA

www.clark.edu/Library
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The 2-Minute Surveyand Questions
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You Tell Us!

• What discipline do you teach?
• Do you utilize library
• instruction services at
• your institution?

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Objectives

• Participants will have an overview of
• Outcomes for Information Literacy
• Using TILT to teach Information Literacy
• Assessing TILT and Library Instruction

Whoa Nellie!
Information Literacy? Whats That?
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What is Information Literacy?

• An information literate person is able to
  recognize when information is needed and has the
  ability to
• locate,
• evaluate, and
• use effectively the needed information.
• -- American Library Association

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Cannell Library Information Literacy Outcomes

• ALA / ACRL Recommendations
• Clark Colleges IT Ability
• English Dept. Student Learning
• Outcomes
• (Link to Cannell Library IL Outcomes)

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Outcomes at a Glance

• Able to navigate through academic library
• Knows who to ask
• Uses library vocabulary
• Distinguishes between info. formats
• Composes performs a simple search
• Uses the Research Process
• Evaluates
• Retrieves, organizes, stores information
• Understands ethical issues of information

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Library InstructionWhat We Have

• Typically, I or 2 sessions
• Electronic classroom

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Library InstructionWhat We Have

• Course-related
• Assignment-specific
• Hands-on activities
• Students often work in pairs / groups

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Library Instruction What We Needed

• A way to manage more classes
• Library instruction for distance education
• Library instruction for students with different
  learning styles
• A way to measure if our
• outcomes are being met

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Along Came

• Texas Information Literacy Tutorial
• Had the potential to meet our needs
• Content meets Librarys Outcomes for Information
  Literacy
• Web-based resource
• Interactive activities
• Designed by team at U of Texas
• Files available and adaptable

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TILT How We Adapted

• Downloaded the files
• html, flash, images, php, etc.
• Time, time, time, time
• Made changes based on
• our web skills, software
• resources, IT support,
• and virtual colleagues

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Everybodys TILTing!

• Adaptations of TILT
• Look for Central Washingtons QWUILT
• Check out TILT at Lewis Clark
• Whats Terteling at Albertson College

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TILT Getting the Word Out
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Pop the Popcorn!
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Lets TILT!
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Assessing TILTa work in progress!
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Tales from the Field

• Other schools use a variety of techniques to
  monitor progress and assess students
• Maintain student records in database
• Blackboard
• Individual instructors
• Classroom level and college-wide

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What We Need to Know

• If students work through all three TILT
• modules and meet with us just once,
• instead of twice, are they getting the skills
• they need?

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The ORIGINAL PLAN

• Targeted instructors English 102

• Modified
• Librarian
• 1 session
• TILT

Traditional Librarian 2 sessions No TILT
Base Group Instructor No sessions No TILT
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The METHOD

• Designed survey from TILT quizzes
• Week 1 go to classes, give survey
• Week 4 go to classes, give survey
• Compare results

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The PROBLEMS

• Sorry No class time!
• Just 5 minutes???
• Nope!! Nope!! Nope!! Can you make it web-based??
  
• OK!! Well even provide survey instructions
• Week one OH No!! Server problems
• _at_!!

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The RECOVERY

• Recruited other English 102 instructors
• Hand-delivered / collected print surveys
• Results
• 7 classes, groups a little fuzzier
• Broader base of assessment
• skills as much as TILT

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You Tell Us!

• Whats the best way to collect information
• from your students?

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Surveys English 102

• Group A TILT optional 6 classes
• 5 classes instructors did library instruction
• 1 class librarian met with class twice
• Group B TILT required 1 class
• Students turned in TILT quizzes for credit
• Librarian met once, modified content
• Survey Week 1 and Week 4

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The RESULTS

• Question 1 Image you have to write a paper
  based on scholarly information. Which is the
  most appropriate information source?

Week 10
Group A B
Week 4 -- 94
Week 1 77 78
(Answer Journal)
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The RESULTS

• Question 2 Why would you use a periodical index?

Week 10
Group A B
Week 4 -- 35
Week 1 44 21
(Answer To find citations for articles)
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The RESULTS

• Question 3a Choose the best search strategy

Week 10
Group A B
Week 4 -- 94
Week 1 75 74
(Answer students and work)
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The RESULTS

• Question 3b Choose the best search strategy

Week 10
Group A B
Week 4 -- 88
Week 1 90 87
(Answer college and students and work)
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The RESULTS

• Question 4 You can use Google to find anything
  on the web.

Week 10
Group A B
Week 4 -- 82
Week 1 41 65
(Answer False)
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The RESULTS

• Question 5 What is TRUE about the following
  call number? HA 202 .A1

Week 10
Group A B
Week 4 -- 82
Week 1 32 30
(Answer The HA stands for the subject)
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The RESULTS

• Question 6 Of the following statements, which
  are true?

Week 10
Group A B
Week 4 -- 88
Week 1 74 78
(Answer If you quote someone directly, you must
cite the source.)
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Eng 102 3 things you learned

• How to use and or not
• Different call numbers for different info
• Search parameters, what to look for in scholarly
  journals
• Difference between .com, .org, .gov, etc. and the
  meaning behind websites
• Some rough history of the internet

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Eng 102 What did you like?

• Mods were quick!
• Convenience factor --- its fast and easy to use
• It taught me stuff
• Easy instructions
• It was cute Animations
• Could interact with program and not just sit and
  read it

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Eng 102 What didnt you like?

• 3 modules kinda boring
• Not enough time w/my own schedule to use it more
  effectively
• Too elementary
• A little lengthy
• The time it took to complete
• It was mind numbing

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Bonus! College Success

• 1 library session
• 2 modules required
• Additional module for
• extra credit

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Results from one class

• Question
• Q1
• Q2
• Q3a
• Q3b
• Q4
• Q5
• Q6

• Pre-TILT
• 16
• 37
• 58
• 95
• 0
• 47
• 89

Post-TILT 81 56 75 94 81 69 100
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Comments -- Negative

• It took too long!
• A lot of reading
• Student suggestion!
• Each module could be broken into 2 or 3 chunks

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Comments -- Positive

• Easy to get around
• I got to control how fast I went through the
  information
• Good alternative to paper work
• Interactive examples helped me learn easier
• A lot of interesting info I didnt know
• It was fun taking the quiz
• Good audio sound

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What Weve Learnedabout TILT

• TILT Tool for instruction assessment
• One TILT does not fit all
• Students wont try TILT unless assigned
• Students must perceive payback

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What Weve Learnedabout Assessment

• Write questions for intended audience
• Assessment takes collaboration
• Coordination
• Time
• Provides insight and direction

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Thank You for Attending! Hey! Its an
assessment conferenceDid we meet our
objectives?

• Participants will have an overview of
• Outcomes for Information Literacy
• Using TILT to teach Information Literacy
• Assessing TILT and Library Instruction

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Thank You!

• Please be sure to complete an evaluation
• form!
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