Department/Program

Claremont Colleges Library

Document Type

Presentation

Publication Date

6-30-2013

Abstract

It is no small feat to develop a replicable, dependable information literacy rubric that is appropriate to an institution’s unique student population. But once the rubric is created, how does it become edited, adopted, and utilized by campus stakeholders to actually improve information literacy learning? And, what happens when you multiply this by a consortial context, wherein one information literacy rubric is presented to five undergraduate colleges and two graduate schools, each with unique governance models, assessment profiles, and relationships with the library they share?
The visual nature of a poster will provide a perfect means to map out the different paths the rubric and its librarian advocates have taken at each of the Claremont College campuses. The schools represent a range of governance models from top down to consensus based to grass roots, and are at very different stages of outcomes-based assessment, a few already utilizing numerous evaluation methods while others are brand new to systematic assessment. Our insight into information literacy assessment and advocacy across different institutional structures will speak to librarians from primary to higher education contexts. While all institutions are unique, any librarian should be able to identify with one or more paths toward information literacy assessment integration, and transform this knowledge into successful campus information literacy assessment collaborations.

Rights Information

© 2013 Natalie Tagge, Char Booth, Alexandra Chappell, M. Sara Lowe, Sean Stone

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