Subjects
information literacy, first-year students, rubric assessment, library instruction, one-shot
Document Type
Research Article
Abstract
The authors conducted a performance-based assessment of information literacy to determine if students in a first-year experience course were finding relevant sources, using evidence from sources effectively, and attributing sources correctly. A modified AAC&U VALUE rubric was applied to 154 student research papers collected in fall 2015 and fall 2016. Study results indicate that students in the sample were able to find relevant and appropriate sources for their research papers; however, they were not using evidence to effectively support an argument or attributing sources correctly. The authors discuss changes to the library instruction curriculum informed by the assessment results.
DOI
10.15760/comminfolit.2018.12.2.5
Persistent Identifier
https://archives.pdx.edu/ds/psu/27564
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Markowski, B., McCartin, L., & Evers, S. (2018). Meeting Students Where They Are: Using Rubric-based Assessment to Modify an Information Literacy Curriculum. Communications in Information Literacy, 12 (2), 128-149. https://doi.org/10.15760/comminfolit.2018.12.2.5