Slides from invited session within the University of Mississippi's Faculty Development Series.

1. Cultivating Information Literacy Among
Students: Lessons Learned from UCF’s
Info Lit Mods
Dr. Kelvin Thompson
University of Central Florida
@kthompso #infolitmods
This work is licensed under a Creative Commons Attribution-NonCommercial-Sharealike 3.0
Unported License. Portions of this work are the intellectual property of others and are
attributed appropriately in context.

2. http://bit.ly/infolit_olemiss

3. CONNECTING TO INFORMATION

4. All Rights Reserved by Flickr user The Great Work
Used with permission.
http://www.flickr.com/photos/graywolfouroboros/7000028698

5. “A Wall of Books” by mikecogh on Flickr
CC BY 2.0 license
http://www.flickr.com/photos/activeside/2367540964/

6. Trudeau, G. (2014, July 27).
Doonesbury. [Cartoon]. Retrieved
from
http://www.gocomics.com/doonesbury
/2014/07/27

7. “Personal Ecosystem” by ActiveSide on Flickr
CC BY 2.0 license
http://www.flickr.com/photos/activeside/2367540964/

8. 1 Internet Minute: 2012 v. 2013
All Rights Reserved by Quartz
Used with permission.
Data: GP Bullhound, Intel, Facebook, Twitter Quartz
http://qz.com/150861/a-snapshot-of-one-minute-on-the-internet-today-and-in-2012

9. 2014
James, J. (2014, April 23).
Every minute of the day.
[Infographic]. Retrieved from
http://www.domo.com/blog/201
4/04/data-never-sleeps-2-0

10. Students “Very Likely to Use…”
• Google, etc. (94%)
• Wikipedia, etc. (75%)
• YouTube, etc. (52%)
• Their peers (42%)
• Cliff Notes, etc. (41%)
• News sites of major news organizations (25%)
• Print or electronic textbooks (18%)
• Online databases (EBSCO, etc.) (17%)
• A research librarian (16%)
http://bit.ly/pewreport_full

11. “…the internet has opened up a
vast world of information for
today’s students, yet students’
digital literacy skills have yet to
catch up…”
http://bit.ly/pew_summary

12. Employer Expectations
“…baseline information competencies…
knowing how and where to find information
online, without much guidance, to use a search
strategy beyond the first page of Google results,
and to articulate a ‘best solution’ and conclusion
from all that was found.”
[emphasis added]
http://bit.ly/employer_study

13. For Discussion
• What brought you to this session today?
• What specific information literacy needs are
you facing in your role at Ole Miss?
• What is preventing you from addressing these
current needs?

14. ENTER UCF’S INFORMATION
LITERACY MODULES

15. Origins
• QEP on Information Fluency
• “create or acquire accessible information
literacy learning modules… easily incorporated
into existing discipline courses and… available
to students at all times”
plus
• “Alpha” stage learning object system

16. What’s So Special?
Other Modules UCF’s Info Lit Mods
Very short/very lengthy Complete-able in one sitting
Extra-curricular Designed for integration
Derivatives impractical Designed for instructor customization
No assessment Competency-based assessment
Limited user data Robust user data

17. What Is a Module?
• A module is a complete, automated instructional
resource (no instructor intervention required).
• Each module based upon one identified learning
outcome and contains content presentation,
practice with feedback, and assessment of learning.
• Each module object is completable in one sitting
(no more than 30 minutes).
• Designed for assigning by instructors or student
self-selection

18. What is a Module?
• Content presentation may be text, graphics,
video, interactive media, or a combination as
appropriate.
• Practice/Assessment may be “traditional” (i.e.,
true/false or multiple choice) or “non-traditional”
(e.g., simulation/authentic
assessment) as appropriate.

23. Start Time End Time
Total Elapsed Time
Time spent on each page
within each section

24. Demo Video: Module Platform
http://bit.ly/module_platform
See info about WCET WOW Award
http://bit.ly/platform_award

25. Module Topics
• Topics derived from ACRL standards + felt needs
• 15 modules total
• Includes several style-guide-specific versions
• 12 discrete module topics with terminal learning
objectives guiding assessments
• “Avoiding Plagiarism” remains most
assigned/completed module
See topics/outcomes
http://bit.ly/infolit_topics

26. Faculty Use Cases
• Reference material (no record of completion)
• Completion "check off" (no connection to grades)
• Extra credit opportunity
• Score contributes to grade of another assignment
• Stand-alone graded assignment
See elaboration at
http://bit.ly/infolit_faculty

27. Timeline
Year One (2007-2008): 4 modules
Year Two (2008-2009): 4 new modules (8 total)
Year Three (2009-2010): 4 new modules (12 total)
Year Four (2010-2011): Add question bank
Year Five (2011-2012): HTML 5 + 1 new module
Year Six (2012-2013): 1 new module (14 total)
Year Seven (2013-2014): 1 new module (15 total)
Year Eight (2014-2015): regrouping (downsize?)
Note: Revisions/maintenance annually

28. Terminology
• Module = complete, automated instructional
resource (no instructor intervention required).
• Instance = module version provided to one
group of students with group-specific settings
• Completion = submission of an assessment
attempt

29. How Are We Doing?
Between June 23, 2008 – October 3,
2014 there have been:
209,287 "completions" by
37,584 students taught by
415 faculty who created
6602 instances of
15modules with an average
score of
83.89%across all modules’
summative assessments
In end-of-term questionnaires...
•Most faculty say they assign
modules as stand-alone graded
assignments.
•On average, faculty report
moderate impact on student
knowledge/skills.
•Few technical problems. (6% of
student respondents indicate
problems hindering completion. Tech
support logs show far fewer
numbers.)
•On average, students say they have
prior experience with content but get
value from practice/feedback and find
that the summative assessments
accurately gauge their
competence.

30. SUPPORT

31. http://infolit.ucf.edu

32. Tiered Help Desk
CDL Developers
1st
2nd
3rd

33. An Institutional Pilot
BADGING THE INFOLITMODS

34. InfoLitMods Year One (2008-2009)
• 13,840 assessment completions by
• 4,433 students in
• 422 course sections taught or led by
• 94 faculty members who created
• 430 instances of
• 4 information literacy modules with an
average score of
• 85.30% across all modules' summative
assessments.

35. InfoLitMods Year Four (2011-2012)
• 38,423 assessment completions by
• 8,082 students in
• 159 unique courses taught or led by
• 160 faculty members who created
• 1275 instances of
• 13 information literacy modules with an
average score of
• 85.19% across all modules' summative
assessments.

36. What Can I Read?
BADGING MINI-PRIMER

37. http://bit.ly/CT_badge
s

38. http://bit.ly/7things_badges

39. Structure of Pilot Project
HOW DOES IT WORK?

41. http://credly.com

47. So How’s It Going?
Findings From 8/23/2013 - 10/6/2014

48. Initial Data
40,080 - assessments that should have delivered a badge
41,170 - badges sent via institutional email addresses
12,799 - individual students who’ve earned badges
168 - students earning badges from non-assigned mods
136 (34 students) - Number of badges claimed via Credly

49. Observations
• Earners driven by assignment (currently)
• Watching for student-driven uptick later
• Potential value in each phase of badging:
○ Notification email
○ Claiming (“Save and Share”)
○ Making public
○ Linking to specific badges

50. CURRENT STATUS

51. Regrouping Mode
• Funding cuts after 5+ years
• New development on hiatus
• Maintenance = Annual review/revision
• High-change topics →non-module format?
• More diverse array of infolit resources
• Consider “thinning” slate of modules

52. ADDITIONAL INFOLIT RESOURCES

57. Guiding Principles/Lessons Learned for Enterprise-Level Modules
BOILING IT DOWN

58. Guiding Principles/Lessons Learned
• Student-centered
• Faculty-focused
• Technology-enabled
• Design-conscious
See expanded list at
http://bit.ly/infolit_principles

59. Excerpted Principles/Lessons
• Look for complementary partnership(s)
• Ground modules in what students need to do
• Strategically align with faculty (make teaching
role easier)
• Get module topics right
• Get granularity right
• Collect data constantly
• Support it! See expanded list at
http://bit.ly/infolit_principles

60. QUESTIONS?
COMMENTS?
DISCUSSION?
60

61. Follow-Up
Dr. Kelvin Thompson
kelvin@ucf.edu
http://about.me/drkelvinthompson
http://bit.ly/infolit_olemiss