1. Create a test or a survey. The test or survey may be created using your CMS/LMS or with any other technology that is appropriate. If possible, try to create a test or survey that would be useful as part of your final project.
This is a copy of the quiz I created in Blackboard. It is intended to evaluate student knowledge of how to access and use electronic resources available to them.
Students may access ____ from the csub.edu/library homepage.
A course reserves
B journal databases
C reference sources
D all of the above
2) If I search for Hemingway in the Title/Subject field, the catalog will bring up records of books;
A written by Hemingway
B about Hemingway’s life and work
C by other authors that share a similar style
D All of the above
3) If I want to find books that discuss both architecture and Gothicism from the library catalog, I would select __________ from the drop down menu next to the search box to combine the two words in a single search.
A All of these
B Any of these
C As a phrase
4) I can tell if a book or article is authoritative by;
A The fact that the book or article includes citations
B The credentials of the author
C Checking to see if that journal is used or cited in other scholarly journals
D All of the above
5) If I wanted to search for books on either cars or autos in the library book catalog, I would select __________ from the drop down menu next to the search box to allow either word to appear in a single search.
A All of these
B Any of these
C As a phrase
6) Journal databases;
A Are collections of journal articles usually tied to a specific profession
B Are always authoritative resources
C Are always specialized
D Are all pretty much the same
7) If I wanted to find Full Text articles from the journal named History of Psychiatry, I would be most likely to find the articles available for free in;
C Academic Search Elite
8) Which of the following reference books are available electronically from the Gale Virtual Reference Library?
A Encyclopedia of World Biography
B Dictionary of American History
C Encyclopedia of Crime & Justice
D All of the above
9) Which of the following is the most important journal database for Communications?
A Sociological Abstracts
C Communications and Mass Media Complete
D America History and Life
10) Which of the following free Internet sources would be considered scholarly?
B The History Channel
C Action, Criticism, and Theory for Music Education
2. Create a rubric. If possible, create a rubric that would be useful as part of your final project.
The rubric I created would be applied to the following assignment:
Conduct a search in two or more research databases to find five articles. Please answer the following questions about each article. Students should be able to identify, locate, and communicate identifying information for research articles
|Performance Objective||Poor||Average||Excellent||Total Points Possible|
|Who is/are the author(s)?
What are the authors credentials/expertise?
Where did you find information about the author?
|Student is late or fails to include all information requested.||Student gives the required information using the resource in question.||Student goes beyond the resource to identify the authors’ expertise.
For instance, the student might go to the website of the school or do a Google search to get a clearer idea of the authors qualifications.
|When was the source published?
Where did you find this information?
Is the work current for its topic?
When you look at the reference list of the item are the research sources used for your title current?
|Student is late or fails to include all information requested.||Student includes all requested information and gives a good explanation of why the work would be current, or not, for the field.||Student includes all requested information and gives a good explanation of why the work would be current, or not, for the field.
Some examples and discussion of current resources from the citation list should also be included.
|What is the name of the journal?
Is this from a scholarly or popular press?
What indicates if it is popular or scholarly?
|Student is late or fails to include all information requested.||Student includes the requested information and gives a clear explanation (two or three sentences) as to why the work is or is not scholarly.||Student includes the requested information and gives a clear explanation (two or three sentences) as to why the work is or is not scholarly.
Student also cites additional resources on how to distinguish between popular press and academic materials.
|Who is the intended audience of the work?
Is the information covered factual, someone’s opinion, or written to be persuasive?
Is the information documented by other sources? Is it well written with few grammatical errors?
|Student is late or fails to include all information requested.||Student answers the questions clearly and provides citations to sources that support the initial study.||Student answers the questions clearly and provides citations to sources that support the initial study.||25|
3. Explain your ideas about and process for creating your test or survey.
The quiz is very library specific, but it is general in terms of research skills. This would be a first or second session item. Later in the course, the class should be working more heavily in sociology specific research. I believe that the quiz would be a good pre and post test to give to students. It could be used to evaluate what skills they come into the class with and what skills they leave with. Students ability or inability to answer these questions at the beginning of the class is also useful for justifying the need for information literacy instruction in an upper-division classroom.
4. Explain your ideas about and process for creating your rubric.I wanted the rubric to be as clear as possible so that students would know and understand the expectations for the assignment. I went to the different rubric sites listed on the assignment page. I used the rubrics shown as a model in developing my rubric. Because information literacy skills can be a bit tricky to measure, I also went to some websites that were specific to measuring the development of those skills. I found this website, (http://railsontrack.info/rubrics.aspx) particularly helpful. Many of the information literacy rubrics were too far-ranging for my immediate need. However, seeing rubrics encompass a broader scope was helpful. Here is an example – (https://assessment.trinity.duke.edu/documents/InformationLiteracy.pdf)
5. Discuss your final project progress.
I would use both of these resources in my final project. For the final project, I would use the first quiz to measure what students already know and to reinforce basic skills learned by students. I would use the rubric to guide students in analyzing resources in sociology so that they are better able to analyze informational sources. I feel that the previous assignments have really helped me in terms of developing my final project so I expect that it will turn out well.
I would also like to explore creating assignments that can be lifted from my course and embedded into sociology assignments. Embedding instruction at the point-of-need appears to be a very effective method of developing those skills in students as indicated by Abbot and Peach (2012). It allows for shorter interactions at a time when the need is most urgent (Kvenild & Calkins, 2011). For the final project, I still need to finish my Camtasia modules. I want to use subject-specific, classroom assignments students are likely to encounter to target my instruction very specifically to student needs.
Abbott, W., & Peach, D. (2012). Building info-skills by degrees: embedding information literacy in university study.
Kvenild, C., & Calkins, K. (Eds.). (2011). Embedded librarians: Moving beyond one-shot instruction. Assoc of Cllge & Rsrch Libr.