Transcript Document
Computers Too? Developing an Information
Management Assessment Instrument in an
Information Literacy-rich Environment
GEAR Conference, November 13-14, 2003
Carla Hendrix, Associate Librarian
Debra Kimok, Visiting Assistant Librarian
Plattsburgh State University College of New York
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Topics of Discussion
• Context and Guiding Documents
• Development of the Technology/Computer
Literacy Assessment
• Information Management Assessment
• Course Development & Beyond
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Context and Guiding Documents
• Required course in information literacy –
LIB101
• SUNY Board of Trustees General Education
requirements.
• New PSU General Education plan
• Task Force Report on Information and
Computer Literacy
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Context and Guiding Documents
• SUNY Board of Trustees Information Management
Requirement
– “Perform basic operations of personal computer use;
understand and use basic research techniques; and locate,
evaluate and synthesize information from a variety of
sources”
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Context and Guiding Documents
• Plattsburgh’s New General Education Plan
Requirement for Information Management
– “Courses in this category will ensure that students have
mastered the skills and concepts basic to information and
technology literacy….Courses in this category will focus
on the ability to use technology effectively and filter,
analyze and critique information and experience.”
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Context and Guiding Documents
• Task Force on Information & Computer Literacy –
Computer Skills
• Become familiar with Plattsburgh’s technology
facilities and services, the essentials of using
computers, and basic email communication and
word processing
• Be introduced to the potential uses of spreadsheets,
databases, graphics and presentation programs
• Be introduced to ethical, legal, and socioeconomic
issues surrounding technology use at Plattsburgh
and in society
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Computer Literacy Assessment
• Library Faculty Assessment Group Membership
• Librarians from four units: Access Services,
Information Outreach, Collection Development &
Management, Instruction Services
• Coordinator, Instructional Technology
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Computer Literacy Assessment
• Issues
• Who would teach computer literacy?
• Who else would create assessment, if not us?
• Who would administer assessment?
• What format should be used for assessment?
• Should test be online or paper?
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Computer Literacy Assessment
• Models
• California State – Chico State, Calpoly
• University of Houston
• Australian National University
• University of Oregon
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Computer Literacy Assessment
Categories
– Familiarity with Plattsburgh’s Technology Services &
Facilities
– Essentials of using computers
– Basic email communication
– Basic word processing—in Microsoft Word
– Basic browser use
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Information Management
Assessment
• Merging information literacy and technology
literacy into one test
• Final modifications of the test
• Assessment results raise questions for future
exploration
• Assessment development benefits new course
development
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Course Development and Beyond
• Assessment to course development
• Comparison of on-campus version of course with
SLN version
• Pencil & paper assessment vs. hands-on skills
assessment
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Things We Learned
• Group development of assessment brings multiple
voices & viewpoints
• A variety of campus models can provide directions
and guidance when embarking on assessment
development for the first time.
• Developing an assessment test can be a powerful
tool to assist in the development of a new course or
revision of an existing course.
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Resources & Contact Information
• A resource page with links to the materials
mentioned in this presentation is available at:
http://faculty.plattsburgh.edu/carla.hendrix/presentations/gear.htm
• Contact Us:
Debra Kimok [email protected]
Carla Hendrix [email protected]
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