دورية أكاديمية
A Multi-Method Information Literacy Assessment Program: Foundation and Early Results
| العنوان: | A Multi-Method Information Literacy Assessment Program: Foundation and Early Results |
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| اللغة: | English |
| المؤلفون: | Walters, William H., Sheehan, Sarah E., Handfield, Amy E., López-Fitzsimmons, Bernadette M., Markgren, Susanne, Paradise, Laurin |
| المصدر: | portal: Libraries and the Academy. Jan 2020 20(1):101-135. |
| الإتاحة: | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Information Literacy, Student Evaluation, Evaluation Methods, Evidence Based Practice, Sampling, Evaluation Problems, Library Instruction, Academic Libraries, Private Colleges, Undergraduate Students |
| مصطلحات جغرافية: | New York |
| DOI: | 10.1353/pla.2020.0006 |
| تدمد: | 1531-2542 |
| مستخلص: | The information literacy (IL) assessment program at Manhattan College in Riverdale, New York, instituted in 2014-2015, evaluates students' information literacy capabilities as demonstrated in their written coursework, their test performance, and their comments on library instruction sessions. Both instruction and assessment are closely linked to five learning objectives, and five years' assessment results have led to significant changes in the IL instruction program. This paper presents key concepts in IL assessment; highlights the importance of evidence-based measures (that is, direct assessment of cognitive outcomes); describes Manhattan College's three assessment methods, with guidelines for the reporting of results; discusses sampling difficulties and related statistical issues; describes the changes in IL instruction undertaken in response to the results ("closing the loop"); and reviews additional assessment methods that can help demonstrate the impact of IL instruction on broader educational outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| رقم الأكسشن: | EJ1243432 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1531-2542 |
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| DOI: | 10.1353/pla.2020.0006 |