Integrated Assignment Template

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Library as Instructional Leader: Transforming Pedagogy and Curriculum with Information Literacy
An LSTA Grant from the Washington State Library

Integrated Assignment Template

Instructions: Use this template to describe your assignment that integrates information Literacy and pre-college learning outcomes.

Class Information

College: Seattle Central Community College Course Title: ESL 99 Writing for Non-Native Speakers II

 ESL  ABE Developmental Ed.  Other: Click here to enter text.

Instructor: Jacquie George Librarian: Deanna Sukkar

Generative Topic: Describe the topic or focus of the assignment

Students will research a musician chosen from NPR’s 50 Great Voices website. Students will learn how to use the library and its resources by integrating information from reference works, books, databases and websites. Students will be required to submit a Research Guide detailing their sources and research process. Students will create a PPT presentation on their chosen musician and record it using Tegrity.

Learning Outcomes: What does the student need to be able to do?

Select IL learning outcomes from the rubric and describe them:

 Define task Click here to enter description.

 Identify options: Library Session #1. Distinguish kinds of information, their purposes, and tools to find them.

 Select sources: Library session #2. Generate search terms and search strategies; Research topics.

 Analyze content: Click here to enter description.

 Evaluate: Library session #3. Evaluate sources using provided evaluation criteria.

 Present findings: - Online Citations tutorial. Develop Research Guide following specific guidelines. Create PPT presentation and present.

List course specific learning outcomes related to this assignment:

  1. Students will demonstrate an understanding of different kinds of information and the tools to find them.

  2. Students will be able to identify search terms and create search strategies.

  3. Students will be able to conduct a basic search and find information using the library’s catalog and databases.

  4. Students will demonstrate an understanding of finding and evaluating appropriate web resources.

  5. Students will be able to cite their sources using the MLA citation style.

  6. Students will be able to synthesize and present the information they’ve found in a unified presentation.

Outcomes-Based Assignment: What will you ask students to do to develop and demonstrate these learning outcomes?

Students will be asked to research their chosen musician by selecting, evaluating and using two resources from each of the following: reference, books, databases, websites, audio-visuals.

Students will complete various worksheets or activities that demonstrate an information literacy skill.

Students will be asked to submit a Research Guide describing and recording their search process.

Students will be asked to take "before and after" assessment tests linked to two library sessions, using the software WASSAIL.

Students will be asked to organize and present their findings using a PPT presentation and to record the presentation using Tegrity (Lecture Capture).

Assessment Strategy: How will you know the student can do this well?

We will use the PILR rubric to assess student work. Assessment methods (including worksheets, activities, peer-reviews and WASSAIL tests) will be linked to library instruction sessions.

The PowerPoint and student presentation will be graded with a rubric specifically tailored to the assignment. Reflection on the research process will be required.

Guidelines and Tips for Completing the Template

Generative topics should be

  • relevant to students in their roles as community members, workers, and family members

  • central to one or more disciplines or areas of expertise

  • accessible through multiple means

  • connected to other topics taught

Learning Outcomes should

  • focus on key understandings

  • be clear, explicit and share

  • address learning challenges

  • align to the Washington State Adults Learning Standards or the developmental education course outcomes


  • focus on targeted knowledge, methods, and/or skills

  • have a central activity that builds and integrates understanding

  • integrate naturally with other course assignments so students see research as part of a larger process

  • consider the most effective collaboration between library faculty and discipline faculty

Assessment strategies

  • target learning outcomes

  • are based on explicit criteria set forth in the rubric

  • include self, peer, and teacher, as appropriate

  • offer informative feedback to students

Adapted from the Washington Center for Improving Undergraduate Education Reaching College Readiness Project

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