Monica joined the Advisory Board for the Threshold Achievement Test for Information Literacy in 2017. Learn how Monica values the diverse backgrounds of her students and uses her own cultural experiences to connect and engage.
Question #1: Please tell us about your job.
I am currently a full-time Librarian/Associate Professor and Acquisitions and Collection Development Coordinator at Cerritos College. Cerritos College is a community college in Norwalk, California and is one of the largest community colleges in Los Angeles County. I have been part of the Cerritos College campus community since 2004. My role as a faculty member and librarian is to provide high-quality, academically rigorous instruction in a comprehensive curriculum that respects the diversity represented in our student body and region.
In addition to coordinating responsibilities in the library, I have taught an introductory library research course as a standalone course and through the Learning Community Program (First Year Experience). I have also taught with the PUENTE Program (puente means bridge in Spanish) which is a National Model for Student Success. I was a pioneer on campus by being part of the first campus to teach an introduction to library research course in The PUENTE Program in California. I have worked closely with my colleagues in the Learning Community Program to provide instruction in using our online research databases for specific assignments for English and Counseling courses. I firmly believe in bridging the gaps that students might encounter while attending community college by engaging in interdisciplinary programs and providing rich learning experiences.
Natalie Lopez joined the Advisory Board for the Threshold Achievement Test for Information Literacy in 2017. Here she reveals how her teaching has evolved and shares her approach to incorporating the frames into her instruction. She also explains the meaning of this photo!
Question #1: Please tell us about your job.
I am the Outreach Librarian for Palomar College! I extend the promotional reach of library services to our student population, our faculty and our community of prospective students. I love that we have so many wonderful services to help our students succeed. My job involves increasing the visibility of these services and making sure students know to ask questions. I also let faculty know we build our collections based on the curriculum and we can help instruct their students how to successfully navigate the library as they work on research papers.
By Meghan Wanucha Smith, Coordinator of Instructional Assessment, East Carolina University, firstname.lastname@example.org
This post is based on a poster presented at 2018 Library Assessment Conference.
At East Carolina University’s Joyner Library, librarians and library staff in Research & Instructional Services teach information literacy instruction for classes ranging from introductory composition to graduate-level research methods and use a variety of assessment techniques to gauge student learning. In previous program assessment efforts, we focused on lower-level composition classes with quizzes to test students’ abilities to use specific library resources. This time around, we wanted to know what students were learning in all of our classes to get a better sense of what the process of learning looked like in the entire instruction program. Could we design an easy-to-implement, shared assessment that would capture this information?
Today's post is from Silvia Vong and Angela Henshilwood, librarians at the University of Toronto. Silvia and Angela participated in the creation of the Threshold Achievement Test for Information Literacy. They were recently invited to talk about that experience at their university. Here they summarize the discussion.
By Silvia Vong and Angela Henshilwood University of Toronto
On January 11, 2019, librarians at the University of Toronto (U of T) gathered for an instruction-focused professional development day. The theme of this year’s PD day was “Instructional Design for Librarians.” The day included refreshers on backward design, anticipatory sets, best practices for developing learning outcomes, and more. A good part of the second half of the day was dedicated to assessing our teaching and how to design the best assessment based on what we want to know about our students’ learning. The organizers were familiar with Project SAILS and other standardized tests but wanted to learn more about the new Threshold Achievement Test for Information Literacy (TATIL). So they invited us to give a lightning talk about TATIL because of our experience as test item writers. ...continue reading "Talking about TATIL with Colleagues (Guest Post)"
When I completed my MLS degree more than two decades ago my dream job was the reference desk at Cleveland Public Library. However, my first interview led to a position at Cuyahoga Community College and 26 years later I wouldn’t want to be anywhere else. I learned in that first interview that the job I was offered and accepted would entail teaching. I point this out as I had no training or desire to teach. I took no courses that prepared me for creating a lesson plan or on the philosophies of adult education. How hard could it be? Sounds like fun.