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Information Literacy at Norwich University: Assessment
Resources about information literacy, assessment, and methods for faculty to incorporate these concepts into their courses.
"RAILS is an IMLS-funded research project designed to help academic librarians and disciplinary faculty assess IL outcomes. RAILS serves as a clearinghouse for librarians and faculty to share local adaptations of IL rubrics, rubric assessment results, improvements to instructional strategies and services made on the basis of those results, and examples of increased student learning resulting from instructional improvements."
"Focuses on the collaborative IL assessment in Trinity University. Trinity University has established effective strategies to engage faculty, administrators, and staff in IL instruction and assessment. It mentions that the university's librarians and faculty have recognized the significance of IL skills. Further, it discusses the survey conducted by Trinity faculty, administrators, and staff." (Abstract)
"Information literacy assessment applies to a number of contexts in the higher education arena: institutional curricula, IL programs and courses, course-integrated instruction, and more. This guide provides an overview of the assessment process: planning; selection and development of tools; analysis and data reporting."
"Identifies eight disciplinary methods developed using Bloom's Taxonomy. Curriculum maps are embedded within each module, listing course sequences required for the disciplines and the academic level at which the course is taught; notes whether IL is currently taught by the library for that particular course; delineates specific IL learning objectives students must master in order to fulfill course assignments."
"...the standard reference for college faculty and administrators. Includes vital topics such as promoting an assessment culture, characteristics of good assessment, audiences for assessment, organizing and coordinating assessment, assessing attitudes and values, setting benchmarks and standards, and using results to inform and improve teaching, learning, planning, and decision making."
"This book is written for college instructors who are striving to creatively change assessment practice to better reflect learner-centered teaching. It is intended to consider not only the multiple ways in which individuals learn content, but also the multiple avenues to assessment the variety of learning styles demands."