Project RAILS: Lessons Learned about Rubric Assessment of Information Literacy Skills

Belanger, Jackie; Zhang, Ning; Mills, Jenny; Holmes, Claire; Oakleaf, Megan

doi:10.1353/pla.2015.0050

Cited by 15 publications

(13 citation statements)

References 17 publications

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“…The benefits of using a rubric are two-fold. First, they provide students with a road map of what they need to incorporate in an assignment, give instant feedback, and provide context for grading (Belanger, Zou, Mills, Holmes, & Oakleaf, 2015). Second, for librarians, constructing a rubric can push an instruction department to articulate their instruction goals in a way that aligns with an institution's mission (Rosenblatt, 2010).…”

Section: [ Article ]mentioning

confidence: 99%

Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction

Eastman¹

2018

Comminfolit

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This study demonstrates how a team of librarians sustained authentic assessment across multiple studies in order to inform changes to an information literacy curriculum. It demonstrates the cyclical and action-based nature of assessment, including closing one loop only to reopen another and begin the assessment process again, emphasizing the importance of sustainability and making changes that increase student learning. Researchers analyzed 79 English composition papers for evidence of information literacy skills, expanding upon a previous study which established information literacy skill benchmarks. Findings from the previous study led to the development of new library instruction lessons, which targeted skills students struggled with-mainly topic refinement and information synthesis. To measure the impact of the modifications, the authors used two rubrics as well as a citation analysis to identify shifts in student learning. Findings indicate that the new lessons contribute to student improvements in synthesis, topic refinement, and source variety. This study illustrates the importance of engaging in an ongoing cycle of assessment and continually making improvements to instruction practices while implementing evidencebased decisions.

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Section: [ Article ]mentioning

confidence: 99%

Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction

Eastman¹

2018

Comminfolit

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“…5 In response, information literacy programs have increasingly adopted mixed methods and rubric-based assessments for evaluation. 6 These methods of evaluation, while more time-consuming than quantitative techniques, provide deeper and richer insights into student learning.…”

Section: Literature Reviewmentioning

confidence: 99%

A"I Never Knew I Could Be a Teacher": A Student-Centered MLIS Fellowship for Future Teacher-Librarians

Gammons¹,

Carroll²,

Carpenter³

2018

portal

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The Research and Teaching Fellowship (RTF) of the University of Maryland Libraries in College Park is a three-semester teacher training program for students seeking a master's of library and information science (MLIS) degree. This article provides details of the program's content, organization, administration, and assessment. It also includes results from a mixed methods and longitudinal study identifying the successful components of RTF and charting the development of teacher efficacy and identity among participants. Findings indicate that a strong sense of community, sustained engagement with teaching, and the integration of evidenced-based practice prepare MLIS students to succeed in a competitive job market. The authors provide a list of best practices in the development of mentorship and training programs, including considerations for librarians and administrators. Spring Summer Fall Spring Summer Fall Spring Cohort 1 RTF101 Optional RTF102 RTF103 Cohort 2 RTF101 Optional RTF102 RTF103 RTF101 focuses on trends in academic librarianship, RTF102 on information literacy instruction, and RTF103 on an independent teaching project.

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“…The HvA library made use of many recommendations provided by project RAILS (Belanger, Zou, Rushing Mills, Holmes & Oakleaf, 2015), project Muse (Lowe, Booth, Stone and Tage, 2015) and a research done by Jos van Helvoort (2010). The HvA library tailored existing rubrics and followed the official (and unofficial) rules for norming rubrics successfully (Holmes & Oakleaf, 2015).…”

Section: Referencesmentioning

confidence: 99%

How Is Information Literacy Related to Social Competences in the Workplace?

Collard

Smedt

Fastrez

et al. 2016

Information Literacy: Key to an Inclusive Society

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The F our t h Eur ope a n Conf e r e nc e on I nf or ma t i on L i t e r a c y ( ECI L ) Pr a g ue , Cz e c h Re p ub l i c 10-13 Oc t o b e r 2016 4 t h E u r o p e a n C o n f e r e n c e o n I n f o r ma t i o n L i t e r a c y ( ECI L ) P r a g u e , C z e c h R e p . 1 0 -1 3 Oc t . 2 0 1 6 Abs t r a c t s Ab s t r a c t s E d i t o r s : S. Šp i r a ne c , S. Kur b a no ğ l u, H. L a nd o v á , E . Gr a s s i a n, D. Mi z r a c hi , L . -informační společnost informační chování informační gramotnost informační výchova sborníky konferencí -information society -information behavior -information literacy -information education -proceedings of conferences 02 -Knihovnictví. Informatika [12] 020 -Library and information sciences [12]

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Project RAILS: Lessons Learned about Rubric Assessment of Information Literacy Skills

Cited by 15 publications

References 17 publications

Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction

Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction

A"I Never Knew I Could Be a Teacher": A Student-Centered MLIS Fellowship for Future Teacher-Librarians

How Is Information Literacy Related to Social Competences in the Workplace?

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