Todorinova, Lily

English

Georgia Southern University: Digital Commons@Georgia Southern

Georgia Southern University Digital Commons@Georgia Southern Georgia International Conference on Information Literacy Aug 23rd, 8:30 AM - 9:45 AM Information Literacy's Secret Weapon: Using Portfolios to Integrate into the Curriculum Lily Todorinova University of South Florida, lily.todorinova@rutgers.edu Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/gaintlit  Part of the Curriculum and Instruction Commons, and the Information Literacy Commons Recommended Citation Todorinova, Lily, "Information Literacy's Secret Weapon: Using Portfolios to Integrate into the Curriculum" (2013). Georgia International Conference on Information Literacy. 29. https://digitalcommons.georgiasouthern.edu/gaintlit/2013/2013/29 This presentation (open access) is brought to you for free and open access by the Conferences & Events at Digital Commons@Georgia Southern. It has been accepted for inclusion in Georgia International Conference on Information Literacy by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact digitalcommons@georgiasouthern.edu. Overview ¤  What is a portfolio ¤  Why use a portfolio ¤  What is “authentic assessment” ¤  Examples and case studies ¤  Strategies for collaborating with faculty 1 8/24/2013 Characteristics of the Portfolio 1.  Non-content specific 2.  Process-oriented 3.  Student-driven 2 8/24/2013 Portfolios typically include: ¤  Self-reflection ¤  Open rubric  ¤  May include peer review ¤  Multiple drafting  ¤  A story  3 8/24/2013 Portfolios are used to: ¤  Capture a richer array of what students know ¤  Portray the process by which students produce work  ¤  Align assessment to what we consider to be important learning outcomes  4 8/24/2013 What is “Authentic Assessment”? (3 min): Talk to the person next to you. Share your experiences the first time you learned to do something, ex. Riding a bike  8/24/2013 Authentic Assessment 1.  Tell us what the activity was. 2.  How long did it take you to learn it? 3.  What was difficult? What was easy?  4.  Under what physical conditions did you learn? 5.  How did you apply your leaning? 6 8/24/2013 Does it fit into the “non-content  specific” mold?? 8/24/2013 Sample LIS2005:(Library(&(Internet(Research(Skills((Global(Citizenship(Cohort)(/(Lily(Todorinova((Fall(2011((RESEARCH'PORTFOLIO'GUIDELINES'(Information(literacy(is(a(component(of(lifelong(learning.(To(be(information(literate,(a(person(should(demonstrate:((• an(understanding(of(how(information(is(created(and(organized(• an(understanding(of(the(political,(economic(and(social(context(s)(in(which(knowledge(is(created(and(used(• the(ability(to(formulate(research(questions(• the(ability(to(translate(questions(into(a(search(strategy(• the(ability(to(select(appropriate(tools(to(locate(desired(information(• the(ability(to(evaluate(material(for(its(credibility(and(authority,(as(well(as(its(capacity(to(meet(the(information(need((How'This'Portfolio'Will'Be'Graded'All(Research(Portfolio(submissions(should(include(the(following(items:('1. A'problem'statement'on(a(topic(of(global(importance((2. Documentation(of(how(you(searched(for(books,(periodical(articles,(reference(material(and(web(pages((i.e.,(the(type(of(searches(conductedPPkeyword,(subject(heading,(etc.,(and(the(techniques(used(in(searching,(any(concept(maps(you(created,(or(anything(else).((3. Explanation(of(how(the(resources(support(the(research(focus(and(research(questions.((4. Evaluation(of(resources(for(credibility(and(authority,(and(an(explanation(of(why(the(student(trusts(the(information.(You(should(be(very(selective(about(the(resources(you(decide(to(include(in(the(project(and(expect(that(not(everything(you(find(will(be(usable.(Additionally,(you(should(include(a(diverse'range(of(materials((books,(journals,(newspaper(articles,(international(data(sources,(etc.),(reflecting(what(you(have(learned(in(this(class.('The'portfolio'will'be'submitted'in'3'Phases.'There'will'be'required'revisions'and/or'peer'review'at'each'of'these'phases.''Phase'I''DUE'DATE:'October'6'You(will(submit(a(problem'statement'of'global'or'international'importance(that(presents(the(major(issues(and(ideas(you(plan(to(address(throughout(the(course(of(the(research(portfolio.((The'general'topic'areas'are'based'on'the'UN’s'Millennium'Development'Goals'and'should'relate'to'a'specific'country'or'region'(http://www.un.org/millenniumgoals/).''(The(problem(you(end(up(choosing,(it(should(fit(the(criteria(for(a(good(problemPbased(research(question.(This(question(should(be(open(ended(and(broad(enough(to(allow(you(to(explore(major(ideas,(issues,(and(controversies,(while(also(remaining(focused(and(manageable.(Please(refer(to(the(appropriate(lectures,(readings,(etc.((In'Phase'I,'you'should'turn'in'the'following:''• General(topic(• Primary(focus(• Introduction(• Statement(of(problem((• Optionally,(any(concept(maps(you’ve(created(8 8/24/2013 Submission in 3 stages:  1 •  Topic •  Concept maps •  Research question/Problem statement •  Introduction    (I give feedback)  2 •  Revisions of stage 1 •  Sources •  Search Strategy •  Evaluations and Relevance    (I give feedback + Peer Review)  3 •  Final product with incorporated peer review and revisions Case Studies ANT2000: Introduction to Anthropology, Fall 2012 ¤  90 students from Business and Engineering Cohorts ¤  Topic ¤  10 lectures, weekly labs ¤  Results REL 2064: Religion and Ecology, Fall 2013 ¤  30 students from Arts & Sciences Cohort ¤  Topic  ¤  Separate LIS2005 course with coordinated lectures and assignments ¤  Paper in REL2064 = Portfolio in LIS2005  9 8/24/2013 Strategies for Collaborating with Faculty ¤  Working with the general education program ¤  Talking them down: writing simple, concise, and measurable objectives ¤  Ex. Their objective: “Choose credible and relevant sources” ¤  How do we measure it? ¤  Encouraging the use of more scholarly secondary sources  10 8/24/2013 Strategies for Collaborating with Faculty ¤  Incorporating a “Role of Research” statement. Example: ¤  “This project emphasizes that research, like writing, is a process: students may locate 10 sources, critically read 6, summarize 4, and then determine which 2 sources are most relevant to their topic. This process demonstrates the importance of discarding sources that are less relevant to an author’s topic or purpose in writing.” ¤  Knowing their syllabus ¤  Others? 11 8/24/2013 Free Portfolio Resources ¤  Templates and Platforms ¤  Folio for Me:  http://foliofor.me ¤  Cargo Collective: http://cargocollective.com/designs ¤  Interactive Rubrics ¤  Penn State Rubric Builder: https://www.e-education.psu.edu/facdev/id/assessment/rubrics/rubric_builder.html ¤  Rubistar: http://rubistar.4teachers.org/index.php 12 8/24/2013 Thank you! Lily Todorinova ltodorinova@usf.edu 13 8/24/2013 

Information Literacy\u27s Secret Weapon: Using Portfolios to Integrate into the Curriculum

https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1129&amp;context=gaintlit

Information Literacy\u27s Secret Weapon: Using Portfolios to Integrate into the Curriculum

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