Teaching with Digital Badges: Best Practices for Libraries
Information literacy -- Study and teaching (Higher), Information services -- User education, Competency-based education -- Curricula, Instructional systems -- Design
In Fall term of 2014, three instructors of Portland State University’s School of Community Health, in collaboration with the school’s subject librarian, deployed digital badges to certify information literacy and critical thinking outcomes in their classes. The badge curriculum, which was developed by mapping library learning outcomes to course learning outcomes, was designed to teach and assess students’ understanding of and skills acquisition in website evaluation, information formats, database searching, citing and plagiarism, and contributing knowledge to the information landscape. Badges were issued using Credly, and before and after the term, students were asked to provide feedback about their learning experience. This article presents a summary of the project, and faculty and the librarian discuss the lessons learned and future recommendations.
This chapter is the proof of a Submitted Work that was subsequently accepted for publication in the book, Teaching with Digital Badges: Best Practices for Libraries. A definitive version was subsequently published in Teaching with Digital Badges: Best Practices for Libraries. Rowman & Littlefield, ISBN: 978-1-5381-0417-0
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Published as: Ford, E., Izumi, B., Lottes, J., and Richardson, D. (2018). Hot Neoliberal Commodities or Tools for Empowerment? A badges case study and conversation. In O’Brien, K. and Jacobson, T. Teaching with Digital Badges: Best Practices for Libraries. Rowman & Littlefield.