RAO Hot Topics Blog Series
Using Assessment to Build Outcome-Based Information Literacy Sessions
Greg Kocken, University of Wisconsin-Eau Claire, SAA RAO Communications Liaison
I still remember my first
experience getting in front of a group of undergraduate students tasked with
helping them develop archival information literacy skills. In all honesty, I likely walked away from
that session learning more than those students.
Delivering my first information literacy sessions,
I relied heavily (admittedly, too heavily) on
utilizing PowerPoint. This is how I was
taught to teach information literacy, but I soon realized that this approach
was not effective at connecting with students.
My only evidence, however, was anecdotal. It quickly became apparent that I needed a stronger
assessment strategy. Nearly four years ago, I began utilizing modified versions
of two surveys distributed through the Archival Metrics Project, the Teaching
Support survey and Researcher Questionnaire.[1] I developed one survey to distribute to the
instructors I worked with and another for the students who attended
instructional sessions I delivered. Although my responses from students were
generally very positive, once I discontinued my use of PowerPoint, I observed a
noticeable increase in the overall positive responses from students.
These surveys were simply
a preliminary step towards developing outcome-based information literacy
sessions. An effective assessment
strategy is constantly evolving. In
addition to these surveys, I now conduct post-session meetings with
instructors, develop and review assignments designed to gauge comprehension of
archival information literacy skills, and participate in a peer evaluation
process. This holistic approach to
assessment allows me to constantly improve the information literacy sessions I
deliver.
This assessment strategy
has greatly improved my performance as an instructor, and allows me to make
stronger connections with students. Over
the years, like other archivists who deliver information literacy sessions, I
learned several things through an evolving assessment strategy. First, a one-size-fits-all strategy does not
work in archives. When your goal is
connecting with students across various disciplines, you must treat every
information literacy session differently; there is no script. Second, active learning opportunities are
popular and effective. When students
have an opportunity to explore, engage and discuss archival materials they are more
likely to retain information. Third,
exploring resource discovery tools is a necessary evil. Instructors have repeatedly told me they want
more hands-on experiences and less time discussing the nature of a finding
aid. In comparison to reading a 19th
century pioneer’s letter, who wants to talk about the finding aid? If, however, the goal is to help students not
only understand the content but also the context of archives, then discussions
of resource discovery tools is necessary.
Finally, I learned that the foundation for outcome-based information
literacy sessions is a strong assessment strategy.
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