Information Literacy Rubrics within the Disciplines

Fagerheim, Britt; Shrode, Flora

doi:10.15760/comminfolit.2010.3.2.78

Cited by 9 publications

(5 citation statements)

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“…A rubric (Appendix B) was used to measure the open-ended questions, but with limited experience in designing and using rubrics a review of the literature was a necessary first step (Brown, 2008;Crowe, 2010;Daniels, 2010;Diller & Phelps, 2008;Fagerheim & Shrode, 2009;Gardner & Acosta, 2010;Knight, 2006;Oakleaf, 2008Oakleaf, , 2009aOakleaf, , 2009bOakleaf, Millet & Kraus, 2011). In the rubric design, aligning the criteria to the objectives of the first-year information literacy curriculum provided the framework within which to craft the measures.…”

Section: Methodsmentioning

confidence: 99%

Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

Donahue¹

2015

EBLIP

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the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The aim was to measure the impact of a peer-to-peer model on information literacy skill-building among first-year students at a small commuter college in the United States. The University of New Hampshire (UNH) is the state's flagship public university and UNH Manchester is one of its seven colleges. This study contributed to a program evaluation of the Research Mentor Program at UNH Manchester whereby peer writing tutors are trained in basic library research skills to support first-year students throughout the research and writing process.Methods -The methodology employed a locally developed pre-test/post-test instrument with fixed-choice and open-ended questions to measure students' knowledge of the library research process. Anonymized data was collected using an online survey with SurveyMonkey™ software. A rubric was developed to score the responses to open-ended questions.Results -The study indicated a positive progression toward increased learning for the three information literacy skills targeted: 1) using library resources correctly, 2) building effective search strategies, and 3) evaluating sources appropriately. Students scored higher in the fixedchoice questions than the open-ended ones, demonstrating their ability to more effectively identify the applicable information literacy skill than use the language of information literacy to describe their own research behavior.Evidence Based Library and Information Practice 2015, 10.2 46 Conclusions -The assessment methodology used was an assortment of low-key, locallydeveloped instruments that provided timely data to measure students understanding of concepts taught and to apply those concepts correctly. Although the conclusions are not generalizable to other institutions, the findings were a valuable component of an ongoing program evaluation. Further assessment measuring student performance would strengthen the conclusions attained in this study.

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Section: Methodsmentioning

confidence: 99%

Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

Donahue¹

2015

EBLIP

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“…However, this rubric measures information literacy as a general topic and is not specific to chemistry. We are currently developing our own departmental rubric, based on prior published works, ,, for assessing chemical information literacy, which we plan to implement in the spring of 2017 when the first cohort completes the program. We will also continue to implement exit interviews for our students, which include questions about their perceived level of preparedness for employment or graduate study.…”

Section: Conclusion and Future Workmentioning

confidence: 99%

The Stepping Stone Approach to Teaching Chemical Information Skills

et al. 2015

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Information literacy is of paramount importance to any successful research program. Information techniques and skills should be infused throughout a student's undergraduate curriculum rather than being the focus of a single course. To this end, we have created several courses, beginning in the first year, where students review current scientific literature, design experiments, collect and analyze data, and disseminate their findings in both written and oral formats. At the completion of this sequence of courses, students have a greater understanding of all aspects of chemical research from identification of reliable sources through articulation of their findings. Details about the creation and implementation of the Stepping Stone Approach to chemical information literacy are discussed within.

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“…Rubric-based methods of evaluation have been advocated for and adopted by numerous LIS researchers as an approach to assessing student learning, particularly when accompanied by a rigorous norming process (Fagerheim and Shrode 2009;Oakleaf 2009;Knight 2006). Though requiring significant time and practice to properly norm and validate, rubrics can facilitate the evaluation of a wide range of IL instruction scenarios, from single sessions to semester-long credit courses (Holmes and Oakleaf 2013).…”

Section: Assessment Of Information Literacy Instructionmentioning

confidence: 99%

The Amazing Library Race:

Boss

Angell

Tewell

2015

JIL

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By 'open access' to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited."

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Information Literacy Rubrics within the Disciplines

Cited by 9 publications

References 0 publications

Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course

The Stepping Stone Approach to Teaching Chemical Information Skills

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