For the past eight years, as a professor of composition and research, I have developed two "information literacy exams" that allow me and the teaching librarians at our school to develop and assess students' information literacy. The... more
For the past eight years, as a professor of composition and research, I have developed two "information literacy exams" that allow me and the teaching librarians at our school to develop and assess students' information literacy.
The first two pages are used at the beginning of the semester, after the students have received introductory training in how to use the library catalogs and databases. During this time of the semester, they are choosing a research topic (in a social issue), and therefore the "exam" asks them to search using an assigned topic.
The third page is used in conjunction with the student's annotated working bibliography, which they create no later than two weeks before the end of the semester. The student meets with an the one conduction the assessment (teaching librarian or the professor of the course) for 20 minutes, during which they explain how they found particular resources and what criteria they used to determine that the resource was valuable for their research project.
The first two pages are used at the beginning of the semester, after the students have received introductory training in how to use the library catalogs and databases. During this time of the semester, they are choosing a research topic (in a social issue), and therefore the "exam" asks them to search using an assigned topic.
The third page is used in conjunction with the student's annotated working bibliography, which they create no later than two weeks before the end of the semester. The student meets with an the one conduction the assessment (teaching librarian or the professor of the course) for 20 minutes, during which they explain how they found particular resources and what criteria they used to determine that the resource was valuable for their research project.