Field-Based Tiered Information-Competency-Instruction (ICI) Assignments for the Educational Leadership Program

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Field-Based Tiered Information-Competency-Instruction (ICI) Assignments for the Educational Leadership Program

Program Coordinator: Lori Kim

Program Name: Educational Leadership

Campus: CSU Los Angeles

Mailing Address: Division of Administration and Counseling
5151 State Uniniversity Dr.
Los Angeles, CA 90032

Email: lkim@calstatela.edu

Phone: 323-343-4250

Abstract

The Project proposes to develop and implement Field-Based Tiered Information Competency Instruction (ICI) Assignments for the core courses in the Educational Leadership Program at CSULA. The assignments will be field-based where the real-life issues occurring in California K-12 public schools will be dealt with. The assignments will be developed as part of integrated Information-Competency-Instruction (ICI).

The core courses with field-based information-competence integrated assignments will be piloted and the effectiveness will be evaluated from student surveys. The results will be summarized in the final report and disseminated at professional conferences.

Project Activities

In this Project, four core courses in the Educational Leadership Program will be modified to include assignments in which students will demonstrate their information competence skills and abilities. In addition to receiving MA degrees, graduates of the Educational Leadership Program obtain credentials required to serve as administrators for K-12 public schools in California, who are responsible for information competence learning of K-12 public school students. The Educational Leadership Program at CSULA produces the largest number of master's degree candidates in the University and approximately 25% of the public school administrators graduated from the CSU system.

The Project proposes to integrate information competence in the core curriculum of the Educational Leadership Program. The CSU K-12 Educational Leadership and Administration Committee is making recommendations in areas of (a) program focus on instructional leadership, (b) systemic core program elements, (c) collaborative partnerships, and (d) accountability. The Project proposes to develop new assignments for the core courses of the Educational Leadership that reflects the CSU recommendations for the program while meeting the ACRL Information Competency Standards for Higher Education. As these assignments will be field-based and information-competence integrated, the outcomes of the Project may serve as a model curriculum for 20 CSU campuses that offer programs in educational administration. The four core courses selected for this project are EDAD 505: Leadership Use of Research Methodology; EDAD 520: Instructional Leadership; EDAD 530: Leadership in School Law; and EDAD 540: Leadership in School Finance. All students in the Educational Leadership Program are required to take these core courses for the MA degree in Educational Administration and California Administrative Services Credential.

In Fall '04 Quarter, the Project will begin with determination of student learning outcomes that include the skills of information competence in each of these core courses. An advisory focus group meeting will be convened to collect inputs from faculty, graduates, practicing administrators in K-12 schools. Documents from California Commission on Teaching Credentialing (CCTC) and CSU K-12 Educational Leadership and Administration Committee will be examined for student learning outcomes. Based on the data collected from advisory focus groups and document research, a list of student learning outcomes for the Educational Leadership will be developed. From this list, student learning outcomes that include the skills of information competence will be developed for each core course. For each of information-competence integrated learning outcomes, field-based assignments will be added. Field-based assignments may include defining the data needed, identifying the data sources, collecting and analyzing the data, sharing the results to make informed decisions, and evaluating implementation of the decisions. These field-based assignments will deal with the real K-12 public school settings where students work. Since these assignments will be used as problem-solving investigation for real-life issues happening in schools, integration of information competence becomes more meaningful to the students.

The list of the field-based information-competence integrated learning outcomes will be presented at the California Association of Professors of Educational Administration (CAPEA) Fall Conference where faculty from more than 20 CSU campuses and other universities regularly attend for networking and professional development. At this conference, professors will be asked to provide feedback on the pertinence and merits of field-based information-competence integrated learning outcomes with respect to future administrator preparation.

Reference books and other related academic resources will be reviewed for innovative ideas to integrate most up-to-date information competence skills and knowledge into core courses. In collaboration with the library faculty, assignments based on Tiered Information Competency Instruction (ICI), from basic to advanced, will be developed where information competence is integrated into the core courses of the Educational Leadership program. A variety of assignments will be developed for various levels of knowledge and skills in information competence depending on the nature of the course content as well as student abilities. Rubrics of these tiered assignments will be developed to inform the students what they are expected to perform.

Web pages that provide the proposal, activities, and the deliverables will be created in the University website. The web pages will also include on-line evaluation surveys.

In Winter '05 Quarter, ICI assignments and syllabi for each core course will be created. The assignments will be presented to the faculty in the Educational Leadership Program for consultation and feedback. Rubrics for each assignment will also be developed.

The outcomes of the Project will be presented at the American Educational Research Association (AERA) Annual meeting where more than 25,000 educational researchers around the world participate. At this conference, participants in educational technology and library science will be asked to provide feedback related to the ACRL Information Competency Standards for Higher Education.

In Spring '05 Quarter, all four information-competence integrated core classes will be piloted. Students will receive necessary training the library faculty and the instructor to complete the ICI assignments. Project evaluation instrument will be developed and available through the Project web pages for students to complete at the end of the quarter. After analyzing the student evaluation surveys, the final report of the Project will be prepared and submitted. The results of the Project will be presented at the CAPEA Spring Conference to share the learning experience from the Project and provide assistance to interested faculty who are willing to implement the Project in their classes.

The field-based information-competence integrated assignments will meet the following ACRL Information Competency Standards for Higher Education:

  1. Standard One: The information literate student determines the nature and extent of the information needed.
    Performance indicators where the information literate student
    • defines and articulates the need for information.
    • identifies a variety of types and formats of potential sources for information.
    • considers the costs and benefits of acquiring the needed information.
    • reevaluates the nature and extent of information needed.
  2. Standard Two: The information literate students accesses needed information effectively and efficiently.
    Performance indicators where the information literate student
    • selects the most appropriate investigative methods or information retrieval systems for accessing the needed information.
    • constructs and implements effectively-designed search strategies.
    • retrieves information online or in person using a variety of methods.
    • refines the search strategy if necessary.
    • extracts, records, and manages the information and its sources.
  3. Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
    Performance indicators where the information literate student
    • summarizes the main ideas to be extracted from the information gathered.
    • articulates and applies initial criteria for evaluating both the information and its source.
    • synthesizes main ideas to construct new concepts.
    • validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and/or practitioners.
  4. Standard Four: The information literate student, individually, or as a member of a group, uses information effectively to accomplish a specific purpose.
    Performance indicators where the information literate student
    • applies new and prior information to the planning and creation of a particular product or performance.
    • revises the development process for the product or performance.
    • communicates the product or performance effectively to others.
  5. Standard Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.
    • understands many of the ethical, legal and socio-economic issues surrounding information and information technology.
    • follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources.
    • acknowledges the use of information sources in communicating the product or performance.

Roles of Project Investigators

Incorporating information competence across curriculum requires the collaborative efforts of faculty, librarians, and administrators. For this Project, the faculty establishes the context of learning in terms of student learning outcomes. The faculty will investigate ways to inspire students to become information competent while achieving the goals of program learning outcomes. The academic librarian coordinates the evaluation and selection of intellectual resources for the program; organizes, and maintains collections and many points of access to information; and provides instruction to students and faculty who seek information. The library faculty will provide guidance and assistance in developing ICI assignments during planning and provide training for students when the courses are piloted. The administrator creates opportunities for collaboration among faculty, librarians, and other professionals and provides ongoing resources to sustain the information competence integrated program.

Deliverables of the Project

At the end of the Project, the outcomes of the Project will be delivered as follows:

  1. A list of student learning outcomes that include the skills of information competence for the Educational Leadership Program will be developed;
  2. Assignments indicating that students are being asked to demonstrate the various skills of information competence throughout the four core courses will be developed and described.
  3. Rubrics will be developed for each assignment to inform the students how their assignments will be evaluated.
  4. Syllabi for the core courses that specifically identify assignments that promote information competence will be developed.
  5. Web pages that provide the proposal, the activities, and the above information will be created at the University website.
  6. Presentations of the outcomes of the Project at State and national professional conferences, such as California Association of Professors of Educational Administration Conference and American Educational Research Association Annual Meeting.

Timeline for Project Activities

Fall '04

Week 1-9
  • Convene an advisory focus group meeting.
  • Examine CCTC documents.
  • Develop 1st draft of field-based information-competence integrated student learning outcomes.
  • Collect feedback on the first draft of student learning outcomes and from CAPEA Fall Conference.
Week 10-11
  • Finalize the list of the student learning outcomes for each core course that include the skills of information competence.

Winter '05

Week 1-10
  • Create field-based assignments involving information competence for core courses.
  • Develop course syllabi with filed-based information-competence assignments.
Week 10-11
  • Develop web pages that describe the project overview, activities, and deliverables.
  • Present the outcomes of the Project at the AERA conference.

Spring '05

Week 1-9
  • Pilot the information-competence classes.
  • Develop project evaluation instrument.
Week 10-11
  • Conduct project evaluation, analyze evaluation data, and prepare the final report for the Project.
  • Present the results of the project at CAPEA Spring Conference and conduct faculty workshops to provide assistance for the development of field-based information-competence course assignments.

Population

The population that will directly benefit from this Project are the graduate students in the Educational Leadership Program. These students are working for the Master's Degree in Educational Administration and for the California Administrative Services Credential. The students in the program are veteran classroom teachers, aspiring to become administrators for K-12 public schools. Their knowledge and skills acquired by the students of the Educational Leadership program will directly affect the lives of the children in K-12 schools.

Letter of Support

Attached is the letter of support from Dr. Carol Bartell, Dean of the Charter College of Education, at CSULA.