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Rubrics are a rapidly growing subfield of information literacy assessment, providing a powerful tool for understanding student learning. This paper explores the role that the creation and application of an information literacy rubric can play in program development. Because of the Information Literacy in Student Writing assessment project at Carleton College, opportunities for information literacy instruction have opened up, we have begun the long process of arriving at a shared understanding of information literacy on campus, and our information literacy program is better integrated with campus-wide goals.
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Iris Jastram, Danya Leebaw, and Heather Tompkins 165
portal: Libraries and the Academy, Vol. 14, No. 2 (2014), pp. 165–186.
Copyright © 2014 by Johns Hopkins University Press, Baltimore, MD 21218.
Situating Information
Literacy Within the
Curriculum: Using a Rubric
to Shape a Program
Iris Jastram, Danya Leebaw, and Heather Tompkins
abstract:   





is better integrated with campus-wide goals.
Introduction
he words “assessment” and “rubric” connote activities that might seem remote


development
    
-



   



Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program166


-

    
used that rubric to stir imaginations and spark
   
across the curriculum. In addition to gaining

   -





Situating Ourselves Within the College’s Values
    





-

-


-

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
1



2
-
       


   


3
What if the assessment project
itself—findings aside—helps
to develop and strengthen an
information literacy program?
Iris Jastram, Danya Leebaw, and Heather Tompkins 167


 

      


   
4
-

-

on which we have most modeled our
    

mind, reading papers against a rubric
  5
    -
   

   

 


Merging Campus Values and Information Literacy Assessment
     













Presidential Committee on Information Literacy: Final Report.6
-
We believe other librarians . . . will
find this approach of building from,
and embedding projects into, existing
curricular projects succeeds on their
campuses as well.
Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program168
7
-
ies.8  
    


-






-

and interviews to collect data.10
-
ment.11

     
some relevant course or

and that the rubrics are
-

other stakeholders on
campus.12-

productive dialogue about the core values that
ground the rubric.13   
described in the literature, have led to important
    
   
struggle less with citation mechanics and more
    






14
   



Librarians have found that undergraduates
struggle less with citation mechanics and more
with the conceptual basis and implications of
attribution.
Apparently, students need the
most help with the concepts
behind information literacy
rather than with the skills
those concepts demand.
Iris Jastram, Danya Leebaw, and Heather Tompkins 169





       -

   -
ible instruments that help us note

student work.15 In other words,
they allow readers to discern stu-
 

in rhetoric within the cultural
 
Reading papers through the lens



  
16
Rubric Methodology





-

-

17




as Time an d The Atlantic, were scholarly sources.

-
sions about the sources they use. Did they know,



Reading papers through the lens of a
rubric helps reviewers clearly see how
the writers map out information for their
readers, build a case for the relevance of
particular sources, and integrate external
ideas into their own writing.
A majority of our students
were confused about whether
or not popular newsmagazines,
such as Time and The Atlantic,
were scholarly sources.
Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program170

thinking about the characteristics we truly wanted to, or even could, assess.


   

-






 
          
         


in the last three years has grown to include 125 papers per reading, or about 25 percent



   



-
ian has worked with the course.
      
-











source(s) used to support claim.” Finally, in addition to the rubric and scoring sheet,

reader to reader.18
Iris Jastram, Danya Leebaw, and Heather Tompkins 171

-


  
-
eracy we saw appearing in those papers
that did not bring in secondary sources.

evidence to argument even in a paper



-






Critically, the assignments that resulted in these sophomore papers may or may not
-



   

but are important nonetheless.
As we work with the rubric over time, we regularly revise it to make the dimensions




  

various departments, taking care


  
science, social science, humanities,

discussion and testing has allowed

and
20
We began to frame our assessment
project as investigating information
literacy habits of mind rather than
simple skills.
Our rubric not only has become a stron-
ger assessment instrument but also has
helped us to deepen our own under-
standing of information literacy and to
refine our articulation of meaningful
information literacy goals.
Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program172
only has become a stronger assessment instrument but also has helped us to deepen our



rubrics, but it also diverges in several key ways. First, while we drew on our knowledge

map directly to these standards as
21
Rather, we chose to develop our
rubric organically, grounded in the



or to assess work within a single program or department.22



campus acceptance.
Project Outcomes: Anticipated and Otherwise





Attribution
 








uncritically, accomplishing the
-
   
    




We intentionally developed a rubric
that is flexible enough to use across our
colleges programs and departments.
The most common issue noted
on scoring sheets was over- and
under-citation of claims.
Iris Jastram, Danya Leebaw, and Heather Tompkins 173



not yet mastered critical attribution
Evaluation of Sources
-

-


not yet sophisticated and independent in their approach to selecting sources, scoring


sources were sometimes inappropriate or even absent when clearly necessary (scor-


this dimension was not applicable.

-

23 For





simply indicates the news source. Just noting the news source does not indicate to the
Figure 1. Mean scores
Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program174


 -

Communication
      

-
   



24


here than in the other dimensions. Papers scored best in this dimension by a small mar-

(28 percent) scored a 4 in this dimension, compared with 25.8 percent in attribution

-

unlike the other two dimensions, these comments were sometimes positive. “I know

are persuasive,” one comment read, and “persuasive essay,” another noted.
In strong papers, students maintained their own voices and goals as they integrated
       


Iris Jastram, Danya Leebaw, and Heather Tompkins 175
25-




Teaching
For instruction librarians, knowing more about what students do well and where they

  

-
mation literacy skills that allow them to make and support claims at a level appropriate



Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program176
         

changes in how we teach and work with our students, helping us to prepare them more

-

26

27



that students need guidance about the role that evidence plays in their coursework and in
their thinking. Understanding why they are

kinds and in various ways will help them
28
  
are more than items to be packed into a
paper to prove that the student has done



-




-
   
    




  


     -
ever the case, librarians now have the evidence
needed to suggest instructional avenues with the
   
      -

easily be overlooked, and thus our value to curricular development discussions is not
We now recognize that students
need guidance about the role that
evidence plays in their coursework
and in their thinking.
Creating the rubric and
sharing our findings helped
us not only to articulate a
philosophy of information
literacy but also to position
ourselves as thoughtful
contributors to instruction
on campus.
Iris Jastram, Danya Leebaw, and Heather Tompkins 177
always visible or appreciated.


Program Development


   
     






     
    

in many genres.



with the traditional undergraduate
research paper. As we created and
   
especially during our 2011 reading


-




-

30







For many of our faculty,information
literacy” was a murky concept, and
for a few it seemed entirely irrelevant.
Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program178
   
  

 
31




 



   



    
discourse.32  -
gued that writing is the process by which students
33 And in 2010,


  
  

34
     
   35 A



as Norgaard says, “always an embedded or situated
cultural practice.”3637

tinker with it, and give it back to students.

once developed, will prompt students to discover gaps in their knowledge, act intel-
38

-



 And while
We now know in far more
concrete terms than before
that finding, evaluating,
and employing sources are
inextricably linked.
Information literacy is, by
necessity, shaped by context
and intent.
Iris Jastram, Danya Leebaw, and Heather Tompkins 179


inventional

invented” (emphasis added).40

-
tion literacy as active participation in scholarly conversation and knowledge production.
     

      
the college administration had simply disseminated a completed, polished assessment



-



   41



Conclusion






wide assessment and curricular conversations.


42    
it is embodied in our rubric highlights the ways




-

 

While developing a rubric
that furthers program goals
can be a painstaking and
complicated process, it is
worth the investment of
time and energy.
Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program180
       
      
        
     


or statistics about student skills.
          



-
mation literacy is embedded in academic



-


   


    -


Acknowledgments



Iris Jastram, Danya Leebaw, and Heather Tompkins are reference and instruction librarians in the

also the project lead for ILSW. Jastram may be reached by e-mail at: ijastram@carleton.edu. E-mail
to Leebaw may be sent to: dleebaw@carleton.edu. Tompkins may be written to at: htompkin@
carleton.edu.
Information literacy is more than a
rote set of skills; it is a critical habit
of mind, integral to disciplinary
practice and inquiry.
Iris Jastram, Danya Leebaw, and Heather Tompkins 181
Appendix: Information Literacy in Student Writing Rubric
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
Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program182
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Information Literacy in Student Writing Rubric


 



 



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

 




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
Iris Jastram, Danya Leebaw, and Heather Tompkins 183
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Information Literacy in Student Writing Scoring Sheet


Could not evaluate
information literacy in
this paper? Check the
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Identification
Student number _____________________ Reader ID ______
Course number and professor _______________________ Term/year _______
Documented Sources designation Y / N
Paper Type
Standard Research Paper ____ Lab Report ____
Primary Source Analysis ____ Other ____
Quality of attribution, evaluation, and communication of IL
(see rubric for details):
OPTIONAL
This paper is a particularly rich example of the following
(check any that apply)
Very Strong
Weaknesses do
not Interfere
Weaknesses
Interfere
Very Poor
Attribution
Evaluation of
Sources
(or N/A)
Communication
of Evidence
Sources lack breadth or depth
Inappropriate source(s) used to support claim
Sources not integrated or synthesized
Other _______________________________
Documentation designation wrong
Egregious errors in bibliography, in-text
citations, notes
Little or no attribution of non-textual
elements
Over/Under cited claims
Elaboration (opt.)
Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program184
Notes
  
Assessing Writing

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  




  


  Reference and
User Services Quarterly 43, 2 (2003): 125.
  
Numeracy 3, 1 (2010).
6. Presidential Committee on Information Literacy: Final Report


  Information Literacy Competency
Standards for Higher Education

  Reference Services Review
34, 1 (2006): 43.
  
Reference and User
Services Quarterly 44, 2 (2004): 122.
 







 

National Institute for Learning Outcomes Assessment—Occasional
Paper #14

portal: Libraries and the
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 
portal: Libraries and the
Academy

Journal of Academic Librarianship

Journal of Academic Librarianship 33, 4 (2007).
 

Iris Jastram, Danya Leebaw, and Heather Tompkins 185
College & Research Libraries

portal: Libraries
and the Academy

 

portal: Libraries and the Academy



 Assessing Student Performance

 Assessing Student Performance, 36.
 


individual,
domain or the community
Information Literacy Landscapes: Information Literacy in Education, Workplace, and Everyday
Contexts
 

ACRL 2013



 


 

with Rubrics,” Educational Leadership
 
Library Quarterly 81, 1 (2011): 63.
 
College & Undergraduate Libraries 17, 1

Disciplines,” Communications in Information Literacy
 

 



Learning Curve: How College Graduates
Solve Information Problems Once They Join the Workplace

 

Standing in
the Shadow of Giants: Plagiarists, Authors, Collaborators

Situating Information Literacy Within the Curriculum: Using a Rubric to Shape a Program186
 



 
 
Rhetoric Review 27, 1 (2008).
 


Journal of Academic Librarianship 30, 3 (2004): 213.

The Courage to Teach: Exploring the Inner Landscape of a
Teacher’s Life
 

 




portal: Libraries and the Academy
 Research Strategies 11, 4

 
 Information Literacy Landscapes, 12.
 

College & Undergraduate Libraries 15, 1–2 (2008).
 
 
Library & Information Science
ResearchInformation Literacy Landscapes; 
portal: Libraries and the Academy

 
Transforming Information Literacy Programs: Intersecting Frontiers of Self, Library Culture, and
Campus Community, 



 Assessing Student Performance, 34.
 
 Library Trends 60,

“BEAM.”
 







... Neither term is particularly well defined by theoreticians or practitioners in the field, and so a great deal of confusion will occur unless we continue to articulate the parameters of this question. (Arp, 1990;Meyer and Land, 2003), p. 49) Perhaps the difficulty of defining IL is due to the inherent nature of IL as situated and contextual, as many scholars have now recognized (Farrell, 2013;Farrell & Badke, 2015;Jastram, Leebaw, & Tompkins, 2014;Nichols, 2009;Roldan & Wu, 2004;Seeber, 2015). In addition, there have been various influences on definitions of IL. ...
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This article traces the historical progression of Information Literacy (IL) definitions from 2000 to 2015 in the published literature on first-year seminar and freshman general education IL instruction in the U.S. This period roughly corresponds to the influence of the ACRL's Information Literacy Competency Standards for Higher Education (Standards) on the work of LIS professionals and scholars in IL and information literacy instruction (ILI), prior to the adoption in January 2016 of the Framework for Information Literacy for Higher Education (Framework). Following a brief look at the background of IL in Library and Information Science (LIS), the chronological development of IL definitions is examined using the three major categories of IL definitions based on Addison and Meyers' (2013) framework of IL definitions, and concludes with a discussion of limitations of Addison and Meyers' (2013) framework of IL definitions. The information presented here offers one perspective of viewing the development and history of IL in U.S. higher education.
... Rubrics are another commonly used assessment method, validated in studies by both FYC faculty and librarians (Erlinger, 2018;Gola, Ke, Creelman, & Vaillancourt, 2014;Jastram, Leebaw, & Tompkins, 2014;Turley & Gallagher, 2008). The first cohort of ACRL's Assessment in Action grants included two rubric-based assessment projects focused on collaborative assessment with FYC programs; both projects evaluated how effective library instruction sessions were in improving student learning in FYC classes. ...
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This paper presents a case study of how librarians can situate themselves as pedagogical partners by bringing their unique information literacy perspective and expertise to the programmatic assessment process. This report resulted from the Thun Library and the Penn State Berks Composition Program's collaboration to assess the institution’s first-year composition (FYC) course. From previous programmatic assessments of their students’ work, the faculty had a sense that students struggled with source use in their rhetoric but found it difficult to pinpoint students’ exact source issues. By adapting a rubric theoretically-grounded in the ACRL Framework to deconstruct the concept of source use into four categories, librarians developed a rubric that illuminated source engagement problems on a more granular level than the programmatic assessments conducted without librarian involvement, leading to specific suggestions for addressing issues with student source engagement.
... We think the depth and scope of the Carleton College "Information Literacy in Student Writing" project is a wonderful application of Level 4 assessment. This project uses a rubric to evaluate multiple sophomore writing samples selected at random for evidence of attribution, communication, and evaluation of sources (Jastram, et al., 2014). It is a process that allows the instruction librarians to consider students' habits of mind in an authentic learning environment. ...
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Instruction librarians want clear data showing the effectiveness of our workshops as a way of demonstrating our value in education. This article uses instructional design approaches to show how to make specific changes when writing and measuring our learning outcomes to capture what we are doing in our sessions. Unlike instructors with classes that develop over several months, we are faced with unique challenges when conducting one-shot instruction sessions. By focusing our attention on student satisfaction and learning, we see ways to improve those sessions for everyone involved. In this essay, we provide examples and discuss how to write effective learning outcomes to answer specific questions about learner satisfaction and what the participants learned. In addition, we suggest ways to reform the evaluation and assessment questions that we use to reinforce our lessons. These methods can be used in both online and face-to-face environments. © 2016, Communications in Information Literacy. All rights reserved.
... • Περιγραφικό σύστημα βαθμολογίας • Σαφής, ακριβής και συνοπτική αξιολόγηση σύμφωνα με διάφορα επίπεδα ποιότητας • Ενεργητική συμμετοχή στη διαδικασία μάθησης • Αναστοχασμός, αυτορρύθμση, αυτοαξιολόγηση • Εγκυρότητα, αντικειμενικότητα, ευκολία χρήσης (Πετροπούλου, 2015;Gilchrist, & Oakleaf, 2012;Jastram, Leebaw, & Tompkins, 2014;Whitlock & Nanavar, 2013) 11 The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn" "Οι αναλφάβητοι του 21 ου αιώνα δεν θα είναι εκείνοι που δεν ξέρουν γραφή και ανάγνωση, αλλά εκείνοι που δεν μπορούν να μάθουν, να ξεμάθουν και να ξαναμάθουν" (Toffler, 1970) 11-12/11/2016 Σπουδές στο ΑΠΘ και στον κόσμο τον 21ο αιώνα Αντί επιλόγου... ...
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Η σύγχρονη εποχή της πληροφορίας χαρακτηρίζεται από ραγδαίες τεχνολογικές εξελίξεις και έναν καταιγισμό πληροφοριών αμφίβολης συχνά ποιότητας. Ο ολοένα αυξανόμενος ρυθμός διάθεσης πληροφορίας σε μία ποικιλία μορφών (κείμενο, ήχος, βίντεο, εικόνα, κ.ά.) εγείρει καθημερινά προβληματισμούς σχετικά με την αυθεντικότητα και την αξιοπιστία της πληροφορίας. Η αναγνώριση της ανάγκης για πληροφορία, η αναζήτηση, η αξιολόγηση και η ηθική χρήση της αποτελούν ένα σύνολο δεξιοτήτων, γνωστό με τον όρο «πληροφοριακή παιδεία» (ΠΠ). Τα τελευταία χρόνια έχουν αναπτυχθεί από ερευνητές, ακαδημαϊκά ιδρύματα και ενώσεις βιβλιοθηκών μια σειρά από μοντέλα που αφορούν την διαδικασία πληροφόρησης και τον σχεδιασμό προγραμμάτων για την ανάπτυξη δεξιοτήτων ΠΠ (Κορομπίλη & Τόγια, 2015). Η παροχή προγραμμάτων ανάπτυξης δεξιοτήτων ΠΠ έχει ενταχθεί τόσο στη στόχευση πανεπιστημιακών ιδρυμάτων, όσο και ακαδημαϊκών βιβλιοθηκών (American Library Association, 2006; ILSEAB,c2015a) με γνώμονα το γεγονός ότι οι δεξιότητες ΠΠ και η κριτική σκέψη αποτελούν απαραίτητες δεξιότητες στον ακαδημαϊκό χώρο. Υπάρχουν τέσσερις βασικές προσεγγίσεις στη διδασκαλία δεξιοτήτων ΠΠ στην ανώτατη εκπαίδευση (Wang, 2011): ανεξάρτητα μαθήματα εκτός του ακαδημαϊκού κύκλου σπουδών, αυτοτελή μαθήματα ενταγμένα στο πρόγραμμα σπουδών, διαλέξεις στο πλαίσιο ενός ακαδημαϊκού μαθήματος, ενσωμάτωση της διδασκαλίας δεξιοτήτων ΠΠ στα μαθήματα του προγράμματος σπουδών. Η ενσωμάτωση της διδασκαλίας δεξιοτήτων ΠΠ στα μαθήματα του προγράμματος σπουδών προκρίνεται από έρευνες (Nerz & Bullard, 2006; Derakhshan & Singh, 2011; Dixon-Thomas, 2012) ως ο πιο αποτελεσματικός τρόπος διδασκαλίας δεξιοτήτων ΠΠ. Κατά τη διάρκεια ενός ακαδημαϊκού εξαμήνου και στο πλαίσιο ενός μαθήματος προκύπτουν πολλές και διαφορετικές πληροφοριακές ανάγκες για την ολοκλήρωση εργασιών/ασκήσεων ή για την κατανόηση νέων εννοιών. Η ανάπτυξη δεξιοτήτων ΠΠ παράλληλα με τη διδασκαλία του μαθήματος επιτρέπει στους φοιτητές και στις φοιτήτριες να ενσωματώνουν την πληροφορία στο γνωστικό τους πεδίο και να την χρησιμοποιούν αποτελεσματικά για τις ανάγκες του μαθήματος. Με αυτόν τον τρόπο εμπεδώνουν καλύτερα την ύλη του μαθήματος, ολοκληρώνουν με επιτυχία τις εργασίες τους και - το σπουδαιότερο - γίνονται σταδιακά ικανοί να εκπονούν ανεξάρτητη και αυτοκατευθυνόμενη έρευνα. Παραδείγματα ενσωμάτωσης υπάρχουν σε πολλά ακαδημαϊκά ιδρύματα του εξωτερικού. Ενδεικτικά αναφέρονται τα Univ.of Auckland, Open University, Univ.of California, Berkeley, Univ.of California, Merced, Boise State University. Στην Ελλάδα δεν έχει υιοθετηθεί σε εθνικό επίπεδο κάποιο μοντέλο ΠΠ για την τριτοβάθμια εκπαίδευση. Παρόλα αυτά είναι δυνατή η εφαρμογή ενός μοντέλου στο πλαίσιο ενός ακαδημαϊκού ιδρύματος. Η παρούσα εισήγηση μελετά τη βιβλιογραφία και παραδείγματα ενσωμάτωσης της διδασκαλίας δεξιοτήτων ΠΠ στο ακαδημαϊκό πρόγραμμα. Λαμβάνοντας υπόψη την τεχνογνωσία και την πρότερη εμπειρία ακαδημαϊκών ιδρυμάτων που έχουν εφαρμόσει με επιτυχία τη διδασκαλία ΠΠ, παρουσιάζει μία πρόταση για το Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης η οποία περιλαμβάνει θέματα πολιτικής, προτάσεις για την αντιστοίχιση εκπαιδευτικών στόχων με δεξιότητες ΠΠ, ρουμπρίκες αξιολόγησης μαθησιακών αποτελεσμάτων, ιδέες και παραδείγματα για την αξιοποίηση της εκπαιδευτικής πλατφόρμας Moodle που ήδη χρησιμοποιεί το ΑΠΘ (e-learning.auth.gr). Η ένταξη της ΠΠ στην εκπαιδευτική διαδικασία αποτελεί μια καινοτόμα παιδαγωγική στρατηγική, καθώς επιτρέπει την ανάπτυξη νέων ικανοτήτων οι οποίες αποτελούν προϋπόθεση για ακαδημαϊκή, επαγγελματική και προσωπική επιτυχία και δίνουν στους μαθητευόμενους ευκαιρίες να δημιουργήσουν τη δική τους γνώση και να συμβάλλουν θετικά στην κοινωνία με τη βοήθεια των πολιτισμικών αξιών που διαμορφώνονται από τους βιβλιοθηκονόμους και το εκπαιδευτικό προσωπικό των πανεπιστημίων.
... • Περιγραφικό σύστημα βαθμολογίας • Σαφής, ακριβής και συνοπτική αξιολόγηση σύμφωνα με διάφορα επίπεδα ποιότητας • Ενεργητική συμμετοχή στη διαδικασία μάθησης • Αναστοχασμός, αυτορρύθμση, αυτοαξιολόγηση • Εγκυρότητα, αντικειμενικότητα, ευκολία χρήσης (Πετροπούλου, 2015;Gilchrist, & Oakleaf, 2012;Jastram, Leebaw, & Tompkins, 2014;Whitlock & Nanavar, 2013) 11 The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn" "Οι αναλφάβητοι του 21 ου αιώνα δεν θα είναι εκείνοι που δεν ξέρουν γραφή και ανάγνωση, αλλά εκείνοι που δεν μπορούν να μάθουν, να ξεμάθουν και να ξαναμάθουν" (Toffler, 1970) 11-12/11/2016 Σπουδές στο ΑΠΘ και στον κόσμο τον 21ο αιώνα Αντί επιλόγου... ...
Presentation
Η σύγχρονη εποχή της πληροφορίας χαρακτηρίζεται από ραγδαίες τεχνολογικές εξελίξεις και έναν καταιγισμό πληροφοριών αμφίβολης συχνά ποιότητας. Ο ολοένα αυξανόμενος ρυθμός διάθεσης πληροφορίας σε μία ποικιλία μορφών (κείμενο, ήχος, βίντεο, εικόνα, κ.ά.) εγείρει καθημερινά προβληματισμούς σχετικά με την αυθεντικότητα και την αξιοπιστία της πληροφορίας. Η αναγνώριση της ανάγκης για πληροφορία, η αναζήτηση, η αξιολόγηση και η ηθική χρήση της αποτελούν ένα σύνολο δεξιοτήτων, γνωστό με τον όρο «πληροφοριακή παιδεία» (ΠΠ). Τα τελευταία χρόνια έχουν αναπτυχθεί από ερευνητές, ακαδημαϊκά ιδρύματα και ενώσεις βιβλιοθηκών μια σειρά από μοντέλα που αφορούν την διαδικασία πληροφόρησης και τον σχεδιασμό προγραμμάτων για την ανάπτυξη δεξιοτήτων ΠΠ (Κορομπίλη & Τόγια, 2015). Η παροχή προγραμμάτων ανάπτυξης δεξιοτήτων ΠΠ έχει ενταχθεί τόσο στη στόχευση πανεπιστημιακών ιδρυμάτων, όσο και ακαδημαϊκών βιβλιοθηκών (American Library Association, 2006; ILSEAB,c2015a) με γνώμονα το γεγονός ότι οι δεξιότητες ΠΠ και η κριτική σκέψη αποτελούν απαραίτητες δεξιότητες στον ακαδημαϊκό χώρο. Υπάρχουν τέσσερις βασικές προσεγγίσεις στη διδασκαλία δεξιοτήτων ΠΠ στην ανώτατη εκπαίδευση (Wang, 2011): ανεξάρτητα μαθήματα εκτός του ακαδημαϊκού κύκλου σπουδών, αυτοτελή μαθήματα ενταγμένα στο πρόγραμμα σπουδών, διαλέξεις στο πλαίσιο ενός ακαδημαϊκού μαθήματος, ενσωμάτωση της διδασκαλίας δεξιοτήτων ΠΠ στα μαθήματα του προγράμματος σπουδών. Η ενσωμάτωση της διδασκαλίας δεξιοτήτων ΠΠ στα μαθήματα του προγράμματος σπουδών προκρίνεται από έρευνες (Nerz & Bullard, 2006; Derakhshan & Singh, 2011; Dixon-Thomas, 2012) ως ο πιο αποτελεσματικός τρόπος διδασκαλίας δεξιοτήτων ΠΠ. Κατά τη διάρκεια ενός ακαδημαϊκού εξαμήνου και στο πλαίσιο ενός μαθήματος προκύπτουν πολλές και διαφορετικές πληροφοριακές ανάγκες για την ολοκλήρωση εργασιών/ασκήσεων ή για την κατανόηση νέων εννοιών. Η ανάπτυξη δεξιοτήτων ΠΠ παράλληλα με τη διδασκαλία του μαθήματος επιτρέπει στους φοιτητές και στις φοιτήτριες να ενσωματώνουν την πληροφορία στο γνωστικό τους πεδίο και να την χρησιμοποιούν αποτελεσματικά για τις ανάγκες του μαθήματος. Με αυτόν τον τρόπο εμπεδώνουν καλύτερα την ύλη του μαθήματος, ολοκληρώνουν με επιτυχία τις εργασίες τους και - το σπουδαιότερο - γίνονται σταδιακά ικανοί να εκπονούν ανεξάρτητη και αυτοκατευθυνόμενη έρευνα. Παραδείγματα ενσωμάτωσης υπάρχουν σε πολλά ακαδημαϊκά ιδρύματα του εξωτερικού. Ενδεικτικά αναφέρονται τα Univ.of Auckland, Open University, Univ.of California, Berkeley, Univ.of California, Merced, Boise State University. Στην Ελλάδα δεν έχει υιοθετηθεί σε εθνικό επίπεδο κάποιο μοντέλο ΠΠ για την τριτοβάθμια εκπαίδευση. Παρόλα αυτά είναι δυνατή η εφαρμογή ενός μοντέλου στο πλαίσιο ενός ακαδημαϊκού ιδρύματος. Η παρούσα εισήγηση μελετά τη βιβλιογραφία και παραδείγματα ενσωμάτωσης της διδασκαλίας δεξιοτήτων ΠΠ στο ακαδημαϊκό πρόγραμμα. Λαμβάνοντας υπόψη την τεχνογνωσία και την πρότερη εμπειρία ακαδημαϊκών ιδρυμάτων που έχουν εφαρμόσει με επιτυχία τη διδασκαλία ΠΠ, παρουσιάζει μία πρόταση για το Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης η οποία περιλαμβάνει θέματα πολιτικής, προτάσεις για την αντιστοίχιση εκπαιδευτικών στόχων με δεξιότητες ΠΠ, ρουμπρίκες αξιολόγησης μαθησιακών αποτελεσμάτων, ιδέες και παραδείγματα για την αξιοποίηση της εκπαιδευτικής πλατφόρμας Moodle που ήδη χρησιμοποιεί το ΑΠΘ (e-learning.auth.gr). Η ένταξη της ΠΠ στην εκπαιδευτική διαδικασία αποτελεί μια καινοτόμα παιδαγωγική στρατηγική, καθώς επιτρέπει την ανάπτυξη νέων ικανοτήτων οι οποίες αποτελούν προϋπόθεση για ακαδημαϊκή, επαγγελματική και προσωπική επιτυχία και δίνουν στους μαθητευόμενους ευκαιρίες να δημιουργήσουν τη δική τους γνώση και να συμβάλλουν θετικά στην κοινωνία με τη βοήθεια των πολιτισμικών αξιών που διαμορφώνονται από τους βιβλιοθηκονόμους και το εκπαιδευτικό προσωπικό των πανεπιστημίων.
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The present article is a review of information literacy (IL) outlook in the present academic perspective. The conceptual evolvement of the concept IL stands for wide attention it has got by the theorists. The paper discusses as how from the traditional bibliographical instruction, it has been advanced as a tool for library and information professionals to streamline the profession and their position. Although the term exist with different tags, it’s worth and performance has been considered more essential than the nomenclature. While being an integral part of formal education system, library professionals have to play dominant role in imparting informal education also. Yet the expected outcome of IL can only be achieved with the collaborative endeavor of library professionals and teaching staff. The existing models of information literacy instruction (ILI) have also been highlighted along with brief overview of information literacy content. Since IL is the basic pre-requisite of lifelong learning, the article exhorts international, national and local governments should have information policies and strategies with emphasis on assessment. ILIAC model developed by Oakleaf is noteworthy in this respect. Library professionals are predictable to play a key role in extending cognitive abilities of the users to make IL to be a great success. As such a brief review of their expected role is undertaken.
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Visualizing Oral Histories: Comics and Graphic Novels/Digital Humanities Lab, is a new model for digital humanities scholarship that other librarians can follow to create and teach similar DH labs attached to humanities courses at other institutions. The model includes a preliminary syllabus and preliminary assignment rubrics designed to integrate the Association of College and Research Libraries (ACRL) “Framework for Information Literacy for Higher Education” (ACRL Framework) into course assignments. Incorporation of a DH lab into a humanities course curriculum reimagines librarian roles and creates a pedagogical strategy that explicitly incorporates information literacy standards into the undergraduate course curriculum.
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Column description. The Future Voices in Public Services column is a forum for graduate students in library and information science programs to discuss key issues in academic library public services, to envision what they feel librarians in public service have to offer to academia, to tell us their visions for the profession, or to share research being conducted in library schools. We hope to provide fresh perspectives from those entering our field, in both the United States and other countries. Interested faculty of graduate library and information science programs, who would like their students’ ideas represented in these pages, are invited to contact Miriam L. Matteson.
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Purpose The purpose of this study is to compare two bibliography assignments completed after one-shot library instruction to determine which research skills first-year students retain over the course of a semester. Design/methodology/approach A rubric was developed for citation analysis of student-annotated bibliographies and final bibliographies. Each assignment was scored on a three-point scale, and four criteria were assessed: the quality of sources used, variety of sources used, quality of annotations (for first assignment only) and citation accuracy. Findings Students scored highest on the quality of sources used in both assignments, although there was a statistically significant decline in overall scores from the first assignment to the second. Students had the most difficulty with writing annotations, followed closely by citation accuracy. Students primarily cited journal articles in their annotated bibliographies and reference sources in their final bibliographies. Website use increased notably from one assignment to the other. Originality/value This research is unique in its analysis of two separate bibliography assignments completed by first-year students over the course of a semester. It is of interest to librarians teaching one-shot library instruction or any librarian interested in assessing the research skills of first-year students.
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The study discussed in this article compared research papers before and after implementation of an inquiry-based library instruction program to assess the program's effectiveness and consider its future development. The new program appears to have made a small difference in the types of materials students chose and how they found them. Little change was seen in how students used their sources. The evaluation has fostered increased collaboration between the library and the English department, and suggests that the programs can be further improved by providing more training for instructors and placing greater emphasis on the rhetorical approach to research.
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The culture of assessment in higher education requires academic librarians to demonstrate the impact of information literacy instruction on student learning. As a result, many librarians seek to gain knowledge about the information literacy assessment approaches available to them. This article identifies three major assessment approaches: (1) fixed-choice tests, (2) performance assessments, and (3) rubrics. It maps the theoretical and educational assumptions on which these options are grounded and charts the dangers and opportunities of each assessment approach.
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Drawing upon the authoras on going research into information literacy, Information Literacy Landscapes explores the nature of the phenomenon from a socio-cultural perspective, which offers a more holistic approach to understanding information literacy as a catalyst for learning. This perspective emphasizes the dynamic relationship between learner and environment in the construction of knowledge. The approach underlines the importance of contextuality, through which social, cultural and embodied factors influence formal and informal learning. This book contributes to the understanding of information literacy and its role in formal and informal contexts.
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This article describes a natural partnership between the library and Multimedia Writing and Technical Communication (MWTC) Program at Arizona State University (ASU) East linking writing and information literacy (IL) across the curriculum. This collaborative approach has resulted in revising existing courses in order to integrate IL as well as laying the foundation for the development of new information management courses generally throughout the institution.
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This article proposes that we extend our information literacy instruction programs to include tenets of genre theory as a way to move toward a more critical stance in our pedagogy. By developing an anthropologist's sensitivity to culture, academic librarians can learn the characteristics of the academic disciplines and then help students learn these characteristics as a way for them to understand the rhetorical practices in these fields. In making tacit practices visible, librarians can facilitate students' transitions into the cultures of their chosen disciplines. In this way, we can help students see that information is constructed and contested not monolithic and apolitical.