Information Literacy 2021- B.A. ENGLISH

B.A. ENGLISH

TESOL CERTIFICATE

Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?

Yes.

Published where? 

UH Hilo Catalog 

Do PLOs include or imply link to Core Competency? (AY 2020-2021: Information Literacy)?

Yes.

Students completing the baccalaureate program in English at UH Hilo will upon graduation be able to:

  1. Write college-level prose (including adhering to proper MLA-Humanities citation format) and use appropriate grammar— GE Rubric for Information Literacy
  2. Critically examine and utilize appropriate and accurate online and textual materials textual sources of information in their writing— GE Rubric for Information Literacy

Process of Core Competency Assessment:

Course (400-level)

LING 399 (in place of LING 331 which is a requirement for the TESOL CERTIFICATE)

Assignment

Guidelines and Instructions

  • The final research report is a student’s research on any relevant topic related to Language, Culture and Society.
  • Research may replicate other studies, but an original research is highly preferred.
  • Minimum of 4000 words, typewritten, double-spaced, Times New Roman (font type), 12 points (font size).
  • Documentation: APA style for both in-text citations and list of references
  • The final research report must include an introduction, methodology, results and discussion, conclusions and recommendations, and references (use the APA style).
  • The final research report must include the following

Introduction

  • Provide an overview of the study.
  • State the problem and provide justification.
  • Sate the objectives of the study.
  • State or enumerate the research questions.
  • Explain the significance of the study.
  • Review previous studies related to your research.

Methods

  • Provide sufficient information about the methods and materials used to enable other researchers to reproduce your work. The ability to replicate research is an indicator of the validity of the work.
  • Describe the data.
  • Describe the methods used for gathering information.
  • Discuss the sources of information, both primary and secondary.
  • Write in the past tense since present tense is reserved only for established, or previously published, knowledge. Write chronologically, so others may accurately repeat the process and procedure of your work. Also, because this section focuses more on the action than the actor, passive voice is acceptable.

Results

  • Provide data in a clear way and avoid misleading readers.
  • Describe and discuss the findings of your research.
  • Develop each point thoroughly, as this is the main section of your research paper.
  • Discussion
  • Explain the principles, relationships, and generalizations implied by the results of your work. Discuss rather than simply repeat results.
  • Explain the significance of your findings.
  • Describe how the findings support your thesis.
  • Discuss limitations of your research.

Conclusions and Recommendations

  • Provide the highlights or summary of your findings and your conclusions.
  • Provide some comments and suggestions that will be useful for future research.

References (Use the APA style)

Type of Student Artifact

Final Research Report

Rubric or other instrument

GE Rubric for Information Literacy

Data (measurement of the competency)

The teacher and an external reader looked at two (n = 2) completed assignments.

Averages for each category are as follows:  Document Conventions (3.5), Appropriateness of Sources (Sect 1, 2.79, Sect. 2, 3.31), Evaluating Sources (2.75), and Integrating Sources (3.0).

Evaluator Tabular Data 

Action Taken in Response to the Data (What will you do in response to the Findings?)

Upon doing assessment of a few lower division courses, one of the readers decided to incorporate more instruction in class on reliable and credible sources. This individual also decided to do a separate assignment with its own assessment devoted only to the use of secondary sources. Prior to this, the teacher only relied of students completing an outline with references. This assessment showed that much more focused feedback on students’ use of resources as opposed to global comments which only targeted the overall presentation was needed.

Date of Last Program Review

2015-2016

See Program Reviews for the College of Arts and Science