Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation

M. Sara Lowe · Char Booth · Sean M. Stone · Natalie Tagge

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Library Science and Information Literacy Library Science and Information Educational Strategies and Epistemologies

Abstract

The authors conducted a rubric assessment of information literacy (IL) skills in research papers across five undergraduate first-year seminar programs to explore the question “What impact does librarian intervention in first-year courses have on IL performance in student work?” Statistical results indicate that students in courses with greater levels of strategic faculty-librarian collaboration performed significantly better in IL outcomes than those in courses with low collaboration. Intensive librarian course support was not necessary to achieve significant learning gains; these tended to occur when librarians provided initial input into syllabus and assignment design, followed by one or two assignment-focused IL workshops.

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1999Educative assessment: designing assessments to inform and improve student performance 2008Dangers and Opportunities: A Conceptual Map of Information Literacy Assessment Approaches 2006Using rubrics to assess information literacy 2007Direct Assessment of Information Literacy using Writing Portfolios 2002Engaging Conversation: Evaluating the Contribution of Library Instruction to the Quality of Student Research 2009Using rubrics to assess information literacy: An examination of methodology and interrater reliability 2008Learning Outcomes, Portfolios, and Rubrics, Oh My! Authentic Assessment of an Information Literacy Program 2001Building a successful information literacy infrastructure on the foundation of librarian–faculty collaboration

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