Crossing the Rubricon: evaluating the Information Literacy instructor

Ned Fielden, Mira Foster
2010, Vol. 4, No. 2, pp. 78-90

Abstract


Sound information literacy programs at a university library depend on effective librarian instructors. A robust, systematic evaluation procedure can both assist the development of librarian instructors as well as provide data for summative decisions regarding retention, promotion or tenure. This case study explores issues in IL instructor evaluation and proposes a rubric instrument for peer review observation. Rubrics are a fast, powerful, standardised mechanism for evaluating performance, and while studied in depth for the purposes of assessing student work, are relatively understudied and underemployed for the purposes of evaluating librarians. The different types of rubrics (analytic vs. holistic, simple vs. complex) are discussed and how they allow for customisable but standardized application. The process of developing a rubric can help clarify instructional values and desired outcomes. Rubrics show promise as a streamlined, equitable means for furthering information literacy goals by focusing on the growth of the librarian instructor.

Keywords


Peer review; rubrics; evaluation; information literacy, academic libraries; tenure and promotion.

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