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Library Pages

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Saved by Lynn Kanne
on November 3, 2009 at 12:58:54 pm

Each college library has a page for projects, notes, and plans related to the LSTA grant. Libraries are encouraged to use their page to post documents related to the grant.


Project Summary/Progress Report


Columbia Basin    





Green River



Summer Project 2009: Students were enrolled in an ABE 090 class (Transition to College). The librarian met with the students four times for a total of five hours of information literacy instruction while the students researched and prepared for presentations on a variety of topics. The librarian and ABE/ESL instructor then watched the presentations and scored students using a rubric. After the first presentation, the librarian and instructor provided feedback during class sessions and with handouts so students would know what needed to be improved. Students will complete a second presentation, and the same rubric will be used to score that presentation. The librarian and the instructor will look for improvement in the students’ information literacy and presentation skills.

ongoing but spring report was submitted.(full report will be posted when project is completed)

Lower Columbia

English, Lapierre, and Ronish reports were all on evaluating different types of articles.   BusAd report (Allwine) is on creation of a subject guide and research tutorial.


North Seattle

Project 1: Students in this Level 4 (intermediate) Integrated Skills ESL class learned about the resources and services offered by our library in order to find, check out, and renew books for their class reading assignments and book-review project.  Students were also asked to extend their learning beyond the NSCC Library and learn about services and resources at other libraries. Project 2: International students in this low-intermediate ESL class learned to search for, evaluate, and select level-appropriate ESL grammar web sites. Students first learned to search the Internet using keywords. Each group then needed to find one appropriate grammar website. At the end of the project, student pairs presented their selected website to a group of peers and instructors, and justified its selection based on evaluation criteria they learned during this project.



Assess English 102 students’ information literacy, specifically their understanding of how and why to locate, evaluate, and integrate sources.  Assignments will require the students to set research goals, find sources for the course’s three major papers, and evaluate their research process.  English 102 is a research-oriented composition course and students are required to conduct research for all three of the major papers. 


Seattle Central

Seattle Central Librarians collaborated with five English faculty to develop an IL rubric describing IL development through the ENG 096 - ENG 101- ENG 102 composition series. We held a mini-retreat to plan the project and followed up with a series of working sessions to draft the developmental rubric.  We expanded the rubric draft through weekly working sessions during spring quarter. Our collaboration focused on identifying, collecting, synthesizing, and citing information used to support writing. We were particularly interested in describing where students should be at the end of each course in order to be successful in the following course in the series. Students who complete ENG 102 should be prepared to be successful in upper division courses at a four-year institution.  We found it helpful to begin by describing the learning outcomes and then back up to describe developmental benchmarks leading to those outcomes. By the end of summer quarter we had a working document which we hope will become a toolbox of IL assessment criteria for English faculty to use in their teaching.   


During spring quarter we also requested proposals from English faculty to develop assignments to be tested summer quarter. Each project includes tailored rubrics and an assessment reflection report. Four faculty projects include one for ENG 096, two for ENG 101, one for ENG 102.  Two faculty collaborated to flesh out the expanded IL rubric we started during the spring. 

ongoing (prelim report submitted)


Information Literacy is one of SVC’s general education values and some instructors indicate that they include this value in their coursework.  The librarians held workshops to help faculty incorporate information literacy into their classes by creating a new IL assignment or by tweaking a new assignment.  The workshop also included information on assessment and faculty were to create an assessment tool to go along with the assignment.   The workshops were two hours long and follow up discussions were posted on a wiki that librarian, Elena Bianco created for the workshop.   The goal of the project was that faculty would have an assignment that included IL values that they would use Spring Quarter.  Some of the faculty were able to use the assignment spring quarter and some were not and will include it during fall quarter.  Faculty were from various disciplines including:  Nursing, various Science disciplines, Human Services, Counseling, Economics, Music, and Environmental Conservation


South Seattle

South Seattle Community College Librarians, Shireen Deboo, Randy Nelson, and Esther Sunde, worked with six discipline faculty to integrate information literacy into their courses. The faculty members were asked to incorporate authentic assessment into their projects. Discipline areas included ESL, VESL, Intensive English Program, Psychology, Mathematics and Horticulture. 



Our working group of librarians & faculty met to establish IL competency standards for ENGL 101, develop an approach to incorporating standards these into all ENGL 101 courses, and to begin to develop a standardized assignment. 


Walla Walla

Project 1: Composition courses at WWCC have traditionally invited librarians for "one off" sessions. Librarians give introductions to specific tools and rely on instructors to assess comprehension. The focus of this project was to work with two faculty members who teach composition courses in order to comingle library instruction and assessment. The overall goal was to introduce specific lessons and assessments to improve student comprehension of research within the writing process.Project 2: While library involvement in basic skills classes has grown in the past year, there has been little assessment of how students benefit from library instruction. In this project the librarian worked with early reading faculty to create assignments that would help students to develop library skills as well as assess student comprehension of basic library competency.



Planning a unit for ESL library familiarity and introduction to IL lessons for level 2/3 ESL students, to establish basic familiarity with library and library staff; develop basic library vocabulary; develop skill in forming a question and using found information to propose an answer, presenting the question to a librarian and receiving information from her, comparing answers and determining how well the information received answers the question.  


Whatcom Community College

The WCC Library created three specific information literacy tutorials in podcast format to complement and reinforce library instruction sessions for classes in Developmental Education (English 170), ESL and Allied Health.  We completed the tutorials. However, the implementation and assessment phase will continue through the summer quarter.






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