Using the ACRL Framework to Develop a Student-Centered Model for Program-Level Assessment

Autor/inn/en	Gammons, Rachel Wilder; Inge, Lindsay Taylor
Titel	Using the ACRL Framework to Develop a Student-Centered Model for Program-Level Assessment
Quelle	In: Communications in Information Literacy, 11 (2017) 1, S.168-184 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-5954
Schlagwörter	Student Centered Curriculum; Program Administration; Information Literacy; Freshman Composition; Teaching Methods; Educational Change; Educational Practices; Educational Strategies; Teaching Models; Library Instruction; Data Collection; Evaluation Methods; Pilot Projects; Program Implementation; Academic Libraries; Maryland + Suchen Sie Ihr Suchwort? Informationskompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Bildungspraxis; Lehrstrategie; Lehrmodell; Bibliotheksverzeichnis; Data capture; Datensammlung; Pilot project; Modellversuch; Pilotprojekt; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek
Abstract	Information literacy instruction presents a difficult balance between quantity and quality, particularly for large-scale general education courses. This paper discusses the overhaul of the freshman composition instruction program at the University of Maryland Libraries, focusing on the transition from survey assessments to a student-centered and mixed-methods approach using qualitative reflections, rubrics, and the evaluation of student artifacts. The article discusses the progression from a pilot assessment program using Twitter as a data collection model to the implementation of a robust and multi-layered assessment using both qualitative feedback from students and the evaluation of student artifacts. Each assessment includes detailed collection methods and customized rubrics for evaluation of student responses. While information literacy assessment has been covered extensively in the literature, few articles discuss the use of qualitative student responses on a large scale (4,000 participants per year). The article also discusses the re-structuring of an assessment program around the ACRL Framework for Information Literacy, which is incorporated throughout the project from the pilot up through the full implementation of the final program. (As Provided).
Anmerkungen	Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail: editors@comminfolit.org; Web site: http://www.comminfolit.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01