Assessment = Improved Teaching and Learning: Using Rubrics to Measure Information Literacy Skills

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Kathryn Crowe, Associate Dean for Public Services (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Librarians and teaching faculty at the University of North Carolina at Greensboro (UNCG) conducted a three-semester information literacy assessment study in 2009-2010 with Communication Studies 300, a core course required of all Communication Studies (CST) majors. The assessment coordinators from the University Libraries and and the CST Department collaborated to develop a rubric and applied it to score a worksheet that required students to state their research topic and find appropriate books and articles. Initial evidence gathered during the first indicated that students did not gain important information literacy skills. During the subsequent two semesters the pedagogy changed to include online tutorials in addition to the traditional library instruction lecture. As a result, students’ performance improved dramatically.

Additional Information

Publication
Proceedings of the 2010 Library Assessment Conference Building Effective Sustainable Practical Assessment for Libraries
Language: English
Date: 2011
Keywords
Library Studies, Library Assessment, Information Literacy, Rubrics