Tracking Information Literacy Competencies through Institutional Assessments
Type of Presentation
Panel (1 hour and 15 minutes presentation total for two or more presenters)
Target Audience
Higher Education
Location
Room 210
Proposal
Information literacy assessment is particularly difficult in many higher education environments as information literacy is everywhere and nowhere – both throughout the curriculum and without a singular academic home. While librarians often provide leadership on information literacy related issues, they frequently lack direct access to assessment of student work in a systematic way across disciplines, education levels, and faculty. Learn how one public liberal arts university has taken cross campus portfolio assessments used for other purposes to measure the impact of information literacy competencies throughout a student’s education by assessing work produced in first year seminars, learning communities, writing-intensive courses, and collaborative assignments and projects. Working together, the Library Instruction Coordinator and a senior English professor examined transfer of information literacy skills, knowledge and dispositions. The results of this assessment support the University Quality Enhancement Plan, leading to discussions of information literacy transfer with internal and external stakeholders. Sample rubrics used to assess the student work, findings, and future directions for the assessment will be discussed.
Presentation Description
Assessing student information literacy competencies throughout the curriculum requires collaboration and cross campus partnership. Learn how one campus used existing portfolio assessments integrated throughout the curriculum to assess the impact of information literacy. This panel presentation will discuss the assessments, the findings, and future directions from the perspective of a librarian and an English Department faculty member.
Keywords
Information Literacy, Assessment, Institutional Assessment, Portfolios, Rubrics
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Weaver, Kari D. and Rhodes, Lynne A., "Tracking Information Literacy Competencies through Institutional Assessments" (2014). Georgia International Conference on Information Literacy. 30.
https://digitalcommons.georgiasouthern.edu/gaintlit/2014/2014/30
Tracking Information Literacy Competencies through Institutional Assessments
Room 210
Information literacy assessment is particularly difficult in many higher education environments as information literacy is everywhere and nowhere – both throughout the curriculum and without a singular academic home. While librarians often provide leadership on information literacy related issues, they frequently lack direct access to assessment of student work in a systematic way across disciplines, education levels, and faculty. Learn how one public liberal arts university has taken cross campus portfolio assessments used for other purposes to measure the impact of information literacy competencies throughout a student’s education by assessing work produced in first year seminars, learning communities, writing-intensive courses, and collaborative assignments and projects. Working together, the Library Instruction Coordinator and a senior English professor examined transfer of information literacy skills, knowledge and dispositions. The results of this assessment support the University Quality Enhancement Plan, leading to discussions of information literacy transfer with internal and external stakeholders. Sample rubrics used to assess the student work, findings, and future directions for the assessment will be discussed.
