Strategies to develop information literacy learning outcomes for your class.
1. Review these documents**
a. ACRL's Information Literacy Competency Standards for Higher Education (a hardcopy was given to you at the symposium)
b. The book chapter: “Instruction & Program Design Through Assessment” by Anne Zald and Debra Gilchrist
This will help determine how to assess your information literacy learning outcomes.
2. Use the “Backwards Design Method"
A popular method, the Wiggins and McTighe "Backwards Design Model"* starts with the outcome or the end point. Begin your information literacy assignment by determining what you would like the student to be able to do.
3. Consults Bloom’s Taxonomy to help with terminology in creating effective learning outcomes.
4. Think about using the following formula to develop effective outcome statements:
|
Verb Phrase |
In Order To |
Why |
|
Select verbs that are observable and reflect the desired skill or cognitive level |
IOT is a bridge between the ability and the application |
Answers the WHY question, describes the way the student will apply the ability and brings depth to the outcome |
|
Example: Develop Topic Relevant Vocabulary |
In Order To |
Search Databases with Maximum Flexibili |
Important to remember!
Effective Outcomes should be:
a. Clear to students
b. Measurable
c. Relevant to the course curriculum and competencies to be acquired on the disciplinary level
This outcomes design process is from “Instruction & Program Design Through Assessment” by Anne Zald and Debra Gilchrist
* “Understanding by Design” by Wiggins and McTighe, 1998
**ACRL Information Literacy Competency Standards and Zald and Gilchrist chapter
Click here to proceed to "II. Managing Outcomes with ACRL Standards"