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Spring 2009 Mini-Grant Reports

Page history last edited by Deborah Moore 13 years, 4 months ago


Spring 2009 Mini-Grant Reports

Spring grant reports are due by June 19, 2009. Complete a Mini-Grant-Report and save it with a file name that identifes your college and spring 2009 (e.g., Pierce_S2009.doc). Copy your project summary to the table and upload your report and supporting documents to the wiki. Link supporting documents in the table as needed. Submit all reimbursement forms by June 19 for spring projects; by July 31, 2009 for summer projects.


NEW: Each college has its own project page linked below. Please provide a summary of your work in the table below and post the report and supporting documents on your project page. Feel free to make your page your own by adding images, links, and other information relevant to your LSTA projects. You're encouraged to create a record of your work by adding links to previous LSTA projects your library completed.


To upload documents, click on "Insert links > Images and files", and upload the file.  The file should appear in the right hand menu.  Highlight where you'd like the link to go and click the filename.


View project proposals (click the bookmark link on the left to navigate the document).


Project Summary/Progress Report

Completed? (notes by LSTA coord.)

Bellevue Project 1: Working with Developmental English to develop Information Literacy and technology skills. Project 2: Working with an ESL Class:  Speaking and Listening for Civic Engagement yes
Bellingham Project 1: Working with Developmental Reading to further develop the two IL sessions currently taught each quarter. Also created rubrics for the students and the instructor to use. Implementation and assessment phase will be this summer.Project 2: Summer 2009, will work with the Veterinary Technician instructor to create several modules of IL for an elearning class on research. It will be taught Fall 2009.

yes - ESL/reading


no - vet


English instructors at all levels were invited to participate in an assessment of final student projects. The invitation stated that in order to be eligible, projects must require that students locate and evaluate a variety of outside sources and incorporate information from those sources into an essay or research paper.  Three English professors accepted the invitation. An information literacy rubric was applied to each final project in order to establish each student’s demonstrated level of information literacy (IL). The rubric was designed to measure to what level each student was able to meet each of 5 information literacy objectives.  In addition to the rubric, the English professors submitted a brief survey for each student in order to gather information needed to explore several possible correlations.

Columbia Basin    

Project 1: Librarian Meryl Geffner worked with English faculty member Nancy Kennedy to develop Information Literacy based instruction and assignments and authentic assessment for two of her English 205 courses. We identified two competencies to focus on for this project: (1) Understanding the differences between articles from a journal and a magazine and how that impacts the type of information [ACRL IL Standard 1]; and (2) how to thoroughly evaluate their different sources and decided which to use based on that evaluation [ACRL Standard 3]. Both classes had two sessions in the library with the librarian and were given assignments to be completed in a few days (described in detail in the Assessment section). The report and supporting documents are posted to the EdCC page.


Project 2: Librarian Johnetta Moore worked with two faculty members from Developmental Education to develop Information Literacy based instruction and assignments that included integrated assessments. The assignments assessed information literacy for two classes: EdCap 095 and EdCap 096.

For EdCAP 095, the following competencies were identified: (1) effectively determine what information is needed to successfully complete their class project [ACRL IL Standard 1]; (2) effectively locate information on websites that will provide suitable information for their class project [ACRL IL Standard 3]; (3) effectively evaluate websites for type of information provided, as well as currency, accuracy, audience, and usefulness for their project [ACRL IL Standard 3]. The website evaluation assignment was part of a larger class project in which the students located specific information in databases and on websites in order to successfully complete the larger class project. The students were provided with instruction on how to navigate the online resources to find the information they needed for their class project and to evaluate the websites they used based on specific criteria.  

For EdCAP 096 the following competencies were identified: (1) determine what information is needed [ACRL IL Standard 1]; (2) locate library collections and resources and search by author, title and keyword in the library online catalog and locate relevant items [ACRL IL Standard 2]; (3) evaluate information gathered by such criteria as relevance, authority, currency [ACRL IL Standard 3]; (4) summarize, organize and synthesis information found [ACRL IL Standard 4].

Two library instruction sessions were held. The first session covered how to locate and select a library book related to a career occupation.  This book to be used included “career how-to” books as well as books that focus on the history of a career occupation or industry. Students then searched for and located a book which they believed was appropriate to their career. In the second session the students were instructed on how to evaluate the book based on criteria in the attached assignment. They were then given the assignment to evaluate one of the books they found based on specific criteria. Near the end of the quarter and after students finished using the books they selected, they also answered a set of reflection questions on process they used to find and evaluate the book as well as how valuable the book turned out to be in their larger assignment. The reports and supporting documents for both classes are posted to the Edmonds CC page.






Project 1 complete and reported on; Project 2 complete and reported on;

Green River

Basic Skills and English (Developmental Composition / Developmental Reading) Faculty attended Information Literacy Workshop(s.)  Presentations included introduction to IL concepts, theories; e.g., the distinction between information technology skills and information literacy competencies, Bruce’s Seven Faces of IL, importance of learner directed skills development, support for metacognition, and visual representation of knowledge.  Began with group reading of ACRL definition of IL, then presented IL rubric.  Attendees worked with rubric and their own assignments together in small groups to identify processes students should be able to “show” in order to demonstrate information literacy competencies - and made suggestions for embedding/enhancing IL learning outcomes in existing assignments or evaluation tools which they had submitted prior to workshop.  Basic Skills Faculty shared background knowledge of statewide focus on assessment.   English Faculty shared work begun with librarians on authentic assessment during Spring quarter.  GRCC will continue to work on outcomes/adaptation of ACRL's IL standards and rubric relevant to Basic Skills in particular, throughout the summer.  Continuing project through summer.



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 completed a second presentation, and the same rubric was used to score that presentation. The librarian and the instructor looked for improvement in the students’ information literacy and presentation skills.


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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