Main Article Content
This paper outlines the attempt by librarians at California State University Channel Islands (CI) to authentically assess the information literacy levels of first-year and third-year students, their partnership with faculty from CI’s writing and rhetoric programme in receiving a grant for this endeavour, the creation of a rubric and specialised assignment to facilitate the assessment process and the initial assessment data that came from the three-year grant period. Information gathered during our pilot study suggests that student information literacy proficiency levels can been determined by assessing student writing assignments, and that a targeted rubric is an effective authentic assessment measure in this endeavour. This study is of use to practising librarians as it highlights the efforts of the authors to partner with faculty, not only in assessing student papers, but also in creating a rubric and specialised bibliography assignment that can be used by librarians and faculty at their institutions.
This article is based on a paper presented at LILAC 2011.
How to Cite
HOFFMANN, Debra Anne; LABONTE, Kristen. Meeting information literacy outcomes: Partnering with faculty to create effective information literacy assessment. Journal of Information Literacy, [S.l.], v. 6, n. 2, p. 70-85, nov. 2012. ISSN 1750-5968. Available at: <https://ojs.lboro.ac.uk/JIL/article/view/LLC-V6-I2-2012-1>. Date accessed: 26 mar. 2019. doi: https://doi.org/10.11645/6.2.1615.
information literacy; rubrics; interdisciplinarity; assessment; higher education; academic libraries; undergraduates; library instruction; California State University; CSU; student learning
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