Reference questions as an authentic assessment of information literacy

Abstract

Purpose The purpose of this paper is to present a study which was designed to use questions asked at an Information Commons Desk as an authentic assessment to determine if an information literacy course actually changes research behavior outside of information literacy course assignments. Design/methodology/approach For four years, the initial reference question asked at the Information Commons Desk was recorded, along with demographic information and whether the user had taken the required introduction to information literacy course. A taxonomy of research questions was developed, based on Bloom's Taxonomy of Educational Objectives Handbook I: Cognitive Domain, and each question was assigned a sophistication level, according to the authors' taxonomy. Findings Over a four‐year period, means of the taxonomy levels of questions showed a clear trend upward each spring semester over the previous spring semester. Research limitations/implications Statistically significant differences were not found in the data comparing categories of students. The nature of the study left it open to influence by such unexpected factors as a sharp rise in enrollment and transfers to campus, possibly diluting the overall effect of the course on the student population. Practical implications The information literacy course has undergone regular pre‐ and post‐test assessments, which show a highly significant difference between the scores. Feedback from campus faculty indicates greater satisfaction in the research abilities of undergraduate students who have taken this course. This study further supports the value of a required information literacy course as part of the general education program for all undergraduate students. Originality/value The taxonomy of research questions used in this study was designed by the authors and is unique in the depth in which it differentiates levels of research knowledge. Other researchers are encouraged to modify, expand, or use this taxonomy in their own research to further the profession's understanding of the cognitive levels of research behaviors.

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