Document Type

Published Article

Journal Title

College & Undergraduate Libraries

Volume Number

20

Issue Number

3-4

First Page

298

Last Page

313

DOI

doi:10.1080/10691316.2013.829368

Publication Date

2013

Disciplines

Information Literacy | Library and Information Science

Description, Abstract, or Artist's Statement

In the 2011-2012 school year, the instruction librarians at Augustana College, Illinois, changed their assessment approach in the college’s required first-year sequence to focus on higher-level information literacy concepts. The librarians replaced a quantitative assessment instrument with performance assessments, which they integrated into their first-year library sessions. Although the sequence is taught by many faculty with diverse assignments, these new assessments could be applied organically across sections yet provide generalizable results. This case study describes that assessment project and its initial findings, analyzes the project’s implications, and suggests how other college libraries might adopt similar qualitative assessments.

Original Citation

Bluemle, Stefanie R., Amanda Y. Makula, and Margaret W. Rogal. "Learning by Doing: Performance Assessment of Information Literacy across the First-Year Curriculum" (2013). College & Undergraduate Libraries 20.3-4 (2013): 298-313. Web.

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