I recently attended an online open forum on ACRL’s revision of the Information Competency Standards for Higher Education. The presentation / discussion was ably led by Trudi Jacobson and Craig Gibson, who co-chair the revision task force.

Trudi and Craig gave background on the project, described where the current standards are falling short, and identified desired qualities of new standards. They discussed two new elements that will be incorporated, threshold concepts and metaliteracy, and they provided a look at the structure of the new standards:

Framework unit
Dispositions and knowledge practices
Related metaliteracy objective
Possible assessments or assignments

They concluded with the timeline, which is ambitious and clearly reflects a commitment to hard work. A draft is scheduled to be released December 1!

If you would like to know more, I suggest three resources:

Read about information literacy threshold concepts here:

  • Hofer, A., L. Townsend, and K. Brunetti. (2012). “Troublesome concepts and information literacy: Investigating threshold concepts for IL instruction.” portal: Libraries and the Academy 12(4), 387-405.

Learn about metaliteracy here, and look for the forthcoming book:

  • Mackey, T., and T. Jacobson. (forthcoming). Metaliteracy: Redefining Information Literacies to Empower Learners. ALA Editions/Neal-Schuman.

During the forum I attended, there were lots of great questions. People wanted to know if there would be mapping from the current standards to the new ones, and how the new standards would relate to the AAC&U VALUE rubrics and to accrediting agency expectations. There were questions about SAILS, too!

Project SAILS Response to the New IL Standards

It should come as no surprise that we are keeping a close eye on the revisions to the information literacy standards. Every question in our current testbank is based directly on a learning outcome or learning objective in the current standards. The revision will have repercussions not only for us as librarians, but also for our products. With that said, we have made two key decisions:

  1. We are committed to developing new tests that reflect the new standards.
  2. We are committed to maintaining our current tests as long as they are of use to our participants.

Stay tuned to progress on the new standards, and for developments on the next incarnation of Project SAILS information literacy assessment

When the SAILS tests went into production in 2006, the Project SAILS team made a deliberate choice to make customer support a priority. This was an extension of our original plan, which was to create an assessment tool that:

  • Is affordable (only $4/student)
  • Has low technology requirements (any current Web browser)
  • Is easy to set up (test administrations can be created in less than 30 minutes)
  • Is valid and reliable (tests have gone through a rigorous testing process to ensure validity)
  • Provides actionable data (see sample test reports)

Anyone who offers a service or a product should offer good support, too. As librarians, we know that relationships with vendors are important. As consumers, we value organizations that are responsive, helpful, friendly, and knowledgeable. Those characteristics are the touchstone of our approach, which is reflected in our reputation for customer service.

Our team is committed to supporting your implementation of the SAILS tests. We will happily answer your questions, give advice, brainstorm with you, share ideas, send you documentation, or whatever you need.

Our goal is to answer all questions within a day, but we usually are able to respond faster than that. If you use the “Contact” form on our web site, our system will notify the appropriate member of our team (depending on whether it is a question related to the test itself, a programming question or issue, etc.) for a quick response.

This month, we dedicate ourselves to increasing information literacy awareness so that all citizens understand its vital importance. An informed and educated citizenry is essential to the functioning of our modern democratic society, and I encourage educational and community institutions across the country to help Americans find and evaluate the information they seek, in all its forms.

                                                                                    President Barack Obama, October 1, 2009

In two days, it will be Information Literacy Month – how will you celebrate? Some libraries use this as an opportunity to reinforce the message of information literacy via their communication channels. Others seek to engage their communities through activities and events. Wherever you are, the team at Project SAILS hopes you will find some time this month to take stock of your information literacy accomplishments. Have a party, or a conversation with colleagues, or simply reflect and smile. Be proud of your profession and your contributions to education and information literacy.

In my last post I highlighted studies about teachers and students by the Pew Internet and American Life Project. Now I want to take a moment to talk about the Project in general. In their own words, "the Project produces reports exploring the impact of the internet on families, communities, work and home, daily life, education, health care, and civic and political life.

As a librarian, I find that nearly all the Project's reports on Internet use help me understand my community. What percentage of adults in the U.S. have a smartphone? How many adults have used a mobile device to access a library's web site? for what purposes? How do people use the Internet and mobile apps for information about health issues and caregiving? How do perceptions of online courses differ between college presidents and the general public?

Many Project reports are covered by the media, but if you want to stay informed in a more systematic fashion, you can sign up for email alerts. (As a side note, the  Pew Internet and American Life Project has the best email signup tool I've ever used. Lots of flexibility, super easy to use.)

______________________

What percentage of adults in the U.S. have a smartphone?  56%
Smartphone Ownership 2013

How many adults have used a mobile device to access a library's web site? 13%
Mobile Connections to Libraries

How do people use the Internet and apps for information about health issues and caregiving?
Health Reports

How do perceptions of online courses differ between college presidents and the general public?
"Just three-in-ten American adults (29%) say a course taken online provides an equal educational value to one taken in a classroom. By contrast, about half of college presidents (51%) say online courses provide the same value."
College Presidents

 

 

In October, we wrote a blog post about how we define information literacy at Project SAILS. We wanted to follow-up that post and discuss what we think it means to be information literate.

We agree with the standards and definitions Association of College and Research Libraries (ACRL) has laid out for information literacy, which is the reason we chose to base our test items off the ACRL information literacy standards. ACRL has also developed a set of performance indicators and outcomes that tie into each of its five standards. These indicators and outcomes give a clear indication of whether a student is defined as being information literate or in need of additional information literacy instruction.

Those institutions testing their students with our cohort assessment of information literacy receive a report with results broken out by ACRL standard and by a unique grouping of eight skill sets. We created the Project SAILS skills sets by regrouping the ACRL standards, performance indicators, outcomes, and objectives. The re-grouped skill sets give institutions a clearer picture of the specific skill(s) students are struggling most with, giving faculty and academic librarians the ability to tailor IL instruction to the specific needs of their students. Our hope is that by forming these skill sets, the data you receive is more practical because you are able to easily identify and target the weakest skill areas, such as developing a research strategy, retrieving sources, evaluating sources, and so on.

To see examples of the test reporting based on ACRL standards and our skill sets, download a sample report.

Our individual assessment of information literacy uses a different measure to determine the information literacy skills of the students tested. Each report contains a list of questions asked, an overall score, and an indicator of which questions each student got right. The overall score is framed within a scale to determine the information literacy for each student. The three levels are as follows:

  • Below Proficiency Level: Lower than 70%
  • Proficiency Level: 70% - 84%
  • Mastery Level:  85% or Higher

These performance measures are provided in order to give test administrators context for the scores of their students and to indicate whether a student is information literate. The skill sets used for the cohort assessment are unavailable for the individual assessment because there are not enough data with a single student or even a single class. Want more information about what the reporting looks like? Click to see a sample report for our individual assessment of information.

Both of our information literacy test formats, individual and cohort, have been designed in order to provide you with a clear indication of the information literacy skills of your students, pinpoint the weak and strong areas, highlight growth following IL sessions with pre/post testing, and provide faculty and academic librarians with insights into the areas to focus your IL instruction around.

Register today to test your students with the Project SAILS information literacy test!