Cleveland State University

Office of Student Learning Assessment

April 13, 2010

Information Literacy Faculty Workshop

~ Agenda ~

o Welcome and introductions (Marius Boboc)

o The importance of IL in terms of student learning (Marius Boboc)

o New/revised IL guidelines for syllabus submission (Kathy Dobda)

o Examples of relevant IL-focused assignments (Kathy Dobda)

o First-hand account of impact of IL on students (William Breeze & Yung-I Liu – highlights of the current syllabi for their respective classes; Monica Gordon Pershey – overview of her previous IL grant findings)

o Q&A

o Future collaborative work focused on Information Literacy

o The importance of IL in terms of student learning

Ø 59% of 433 responding AAC&U institutions state that the common set of learning goals/outcomes addresses IL (the highest ranking was writing - 77%)

Ø 78% of the same respondents place more emphasis on undergraduate research (the highest ranking item)

Ø 52% of respondents assess learning outcomes in General Education programs

o 40% of them use scoring rubrics to evaluate student work samples

o 37% use capstone experiences

o 27% use locally developed common assignments in some courses

(Trends and emerging practices in General Education, May 2009, AAC&U)

Ø In today’s knowledge society the only way in which to stay competitive in the global arena is by meeting the requirements of information literacy and information technology in all educational programs, as mentioned by Linda P.B. Katehi, Chancellor of the Council of Graduate Schools

Ø Accreditation agencies (North Central Association/Higher Learning Commission; Middle States Commission on Higher Education)