scholarly journals An Information Literacy Snapshot: Authentic Assessment across the Curriculum

2015 ◽  
Vol 76 (2) ◽  
pp. 170-187 ◽  
Author(s):  
Betty Dance ◽  
Erin Davis ◽  
Britt Fagerheim ◽  
Anne Hedrich ◽  
Kacy Lundstrom ◽  
...  
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Authentic Assessment ◽  
Undergraduate Curriculum ◽  
Student Work ◽  
Broad View ◽  
Assessment Of Student Learning

This paper outlines the process and results of an authentic assessment of student work using a revised version of the AAC&U's Information Literacy VALUE rubric. This rigorous assessment, which included the scoring of nearly 900 student papers from four different stages across the undergraduate curriculum, revealed much about the process of authentic assessment of student learning, the struggles and competencies of our students, and a clear path forward for improving practice. It also gave us a broad view of student learning, allowing us to immerse ourselves in student work and providing a stronger narrative to share with stakeholders.

scholarly journals General Education: Learning from the Past, Preparing for the Future

2012 ◽  
Vol 2 (2) ◽  
pp. 8 ◽  
Author(s):  
Karen Gersten
Keyword(s):  
General Education ◽  
Student Learning ◽  
Postsecondary Education ◽  
Liberal Education ◽  
Teaching And Learning ◽  
Authentic Assessment ◽  
The Past ◽  
Societal Needs ◽  
Assessment Of Student Learning ◽  
Teaching Learning

This article explores the widening gap between business and societal needs and current general education curricula. Research is presented that documents gaps between projected needs of industry and current practices in postsecondary education especially in the general education areas. Positive efforts to close the gap are highlighted. Also highlighted are changing regulatory environments, some that support forward-thinking approaches to liberal education and others that revert to traditional educational practices. With a focus on adaptability and intentional teaching and learning, recommendations are presented for flexible curriculum, intentional pedagogy, and a backwards approach to the teaching-learning enterprise that begins with authentic assessment of student learning.

scholarly journals Assessment of Student Learning from Reference Service

2007 ◽  
Vol 68 (6) ◽  
pp. 488-502 ◽  
Author(s):  
Gillian S. Gremmels ◽  
Karen Shostrom Lehmann
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Information Literacy ◽  
Self Report ◽  
Instructional Activity ◽  
Reference Service ◽  
Assessment Of Student Learning

For at least 20 years, librarians have been evaluating the quality of reference service, and higher education has been grappling with assessment. This two-year study sought to bring together these two strands: (1) to compare the student’s self-report of what was learned in a reference encounter with the librarian’s statement of what was taught; and (2) to test whether students perceived a link to information literacy content that had been taught in class. The study found that students did understand reference as an instructional activity and that they made the desired links about two-thirds of the time, especially when the librarian was teaching the use of tools.

Digital research notebook: a simple tool for reflective learning

2017 ◽  
Vol 45 (2) ◽  
pp. 179-200 ◽  
Author(s):  
Julia A. Glassman ◽  
Douglas M. Worsham
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Writing Process ◽  
Research Process ◽  
Instructional Tools ◽  
Content Type ◽  
Hybrid Approaches ◽  
Assessment Of Student Learning ◽  
Face To Face Instruction ◽  
Digital Research

Purpose This paper aims to outline the ongoing development, implementation and evaluation of a digital research notebook designed to support hybrid and online approaches to information literacy development in one-shot, course-integrated and full course instruction. Design/methodology/approach The paper describes the authors’ collaborative creation of the research notebook and its evolution from a collection of online modules to a student-centered online learning tool focused on supporting the reflective research and writing process. A small random sampling of notebooks was used for assessment of student learning and the notebook’s effectiveness. Findings Hybrid approaches to library instruction that leverage direct assessment of student work as well as opportunities for students to reflect on their research process facilitate both student learning and increased understanding for library staff of how students experience the research and writing process. Practical implications The development of instructional tools to extend the “one-shot” model can lead to a variety of instructional innovations and open up opportunities to explore and develop new approaches. Including opportunities for students to reflect and provide feedback on their experience of the research and writing process offers important insights often missed by purely quantitative assessment methods. Social implications Use of the research notebook opened up more time during face to face instruction time for deeper learning, critical information literacy and discussions of social justice issues related to information production and access. Originality/value The paper presents an innovative, adaptable and scalable approach to addressing common challenges faced by information literacy instruction programs.

scholarly journals Science, Story, and Structure: Framing the Conversation for Psychology Faculty and Librarian Information Literacy Collaboration

2018 ◽  
Vol 46 (1) ◽  
pp. 64-71 ◽  
Author(s):  
Loretta L. C. Brady ◽  
Melinda Malik
Keyword(s):  
Student Learning ◽  
Information Literacy ◽  
Literacy Skill ◽  
Psychology Faculty ◽  
Science Story ◽  
Writing Assignment ◽  
Undergraduate Psychology ◽  
Psychology Major ◽  
Literacy Skill Development

This case study illuminates the effectiveness of collaboration between a librarian and psychology faculty as they use the Framework for Information Literacy for Higher Education and the Guidelines for the Undergraduate Psychology Major to improve an assignment and frame their conversation on scaffolding students’ information literacy skill development. Faculty and librarian collaboration is critical to supporting student learning. Disciplinary standards may be effective tools for librarians and faculty to frame their collaboration, using a shared vocabulary to engage in meaningful conversation about the planning and implementation of course assignments in order to facilitate student learning. Through examination of an undergraduate psychology writing assignment, a librarian and psychology faculty critically examine various paths to information literacy.

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