Emerald journal news

Content highlights

Information literacy assessment

By Ms Eleanor Mitchell

Assessment methods

Engagement and assessment in a credit-bearing information literacy course
Jennifer Mayer and Melissa Bowles-Terry (2013)

The authors teach a three-credit, upper-division, information literacy (IL) course to students in various majors. The purpose of this paper is to share the various philosophies and activities the authors use to engage their students and create a cohesive interdisciplinary course and to describe the various assessment tools utilized. In this case study, the authors give specific examples of engaging assignments and methods for evaluating student work in a credit-bearing IL course

Assessment data from online tutorials

Empowered library eLearning
George Germek (2012)

The purpose of this paper is to provide librarians with an alternative method to capture assessment from information literacy tutorials and produce reporting without the need of conventional learning management systems (LMS).  This study captures the procedure by which Monmouth University Library used its Association of College and Research Libraries Peer-reviewed Instructional Materials Online (ACRL PRIMO)-awarded plagiarism prevention tutorial to assess Adobe Connect’s ability to function as a library-based, librarian friendly LMS

Assessment data from search logs

Using transaction log analysis to assess student search behavior in the library instruction classroom
Susan Avery and Daniel G. Tracy (2014)

The purpose of this study is to determine how undergraduate students search in the context of a library instruction session. The results of an assessment of transaction logs are shared to provide evidence of student search behavior within a class setting.Transaction logs from 29 library instruction sessions using the library’s federated search tool were analyzed. Using a rubric, the authors assessed the logs to discover if students followed the instruction provided to construct more relevant, targeted searches, if they selected recommended resources and if they exhibited persistence in their searching.

Assessment through citations

Repurposing Zotero for sustainable assessment and scalable modified embedding
Rebecca Zuege Kuglitsch (2015)

This paper aims to describe a new application of Zotero, a citation management system, for embedded librarianship and assessment. It explores student reception of this approach and maps Zotero’s capacities to represent citations to learning outcomes and information literacy frames that instruction librarians assess. The librarian worked with a course using Zotero group libraries for collaborative work, used Zotero to communicate with students and assess their information literacy skills and surveyed the students to determine their perception of librarian participation via Zotero.

Assessment through syllabus analysis

Evidence-based instruction integration: a syllabus analysis project
Katherine Boss and Emily Drabinski (2014)

The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum.
A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measures: the per cent agreement method and Krippendorff’s alpha.


Post-graduate health promotion students assess their information literacy
Catherine Hodgens, Marguerite C. Sendall and Lynn Evans  (2012)

The purpose of this paper is to examine post-graduate health promotion students’ self-perceptions of information literacy skills prior to, and after completing PILOT, an online information literacy tutorial.Post-graduate students at Queensland University of Technology enrolled in PUP038 New Developments in Health Promotion completed a pre- and post-self-assessment questionnaire. From 2008-2011 students were required to rate their academic writing and research skills before and after completing the PILOT online information literacy tutorial. Quantitative trends and qualitative themes were analysed to establish students’ self-assessment and
the effectiveness of the PILOT tutorial

Reflective assessment: opportunities and challenges
Anne Jumonville Graf and Benjamin R. Harris (2016)

Librarians engage in assessment for several purposes, such as to improve teaching and learning, or to report institutional value. In turn, these assessments shape our perspectives and priorities. How can we participate critically in the assessment of information literacy instruction and library programming while broadening our view and making room for questions about what we do? This paper aims to explore self-reflection as a method for building on existing assessment practices with a critical consciousness.In tracing the trajectory of assessment and reflective practice in library literature, the authors conducted a selective literature review and analyzed the potential impact of incorporating librarian self-reflection into assessment practices, particularly for instructional services. The authors’ experiences with strategies informed by these conversations were also described.

Authentic Assessment

A systematic approach to performative and authentic assessment
Brandy Whitlock and Julie Nanavati (2013)

The purpose of this paper is to provide an overview of the learning outcomes assessment process and a five-step, systematic approach for incorporating learning outcomes assessment into information literacy instruction. The paper focuses specifically on using performative and authentic assessments to measure higher-level skills and ensure that students are able to perform the
information literacy skills that library instruction programs intend to teach. The authors reviewed current assessment literature from both the information literacy and instructional design fields and pulled successful examples from their respective institutions in order to provide an overview of how best to incorporate performative and authentic assessment into the information literacy instruction process. This also includes discussions of assessment terminology, tools, and strategies.

Use what you have: authentic assessment of in-class activities
Toni M. Carter (2013)

The purpose of this paper is to share a practical approach to formative, authentic assessment of Association of College and Research Libraries (ACRL) outcomes within individual sessions of course-integrated information literacy. This method does not require extra class time and assists librarians in modifying their teaching techniques to improve student learning. By implementing authentic assessment of worksheets already integrated into library instruction sessions, librarians measure student learning of ACRL outcome 2.2.b “identify keywords, synonyms, and related terms for the information needed.”

Assessing organically: turning an assignment into an assessment
Carol Perruso Brown and Barbara Kingsley-Wilson (2010)

This paper aims to report on how a close collaboration between librarian and instructor made it possible for an existing course assignment to organically evolve into an information literacy assessment, overcoming some of the impediments educators confront in assessing student learning. In addition, the paper seeks to discuss how assessment with realistic scenarios requiring actual research helped to highlight deficiencies in skills and critical thinking, a method known as “authentic assessment”. Results from a pilot and the formal assessment are included. A six‐question pre‐ and post‐test “authentic assessment” was piloted with 60 students, then administered to 43 students. Other journalism instructors and librarians reviewed the questions for validity. A detailed scoring rubric was used, with the authors reviewing each other's work for reliability.

Assessment tests

Assessing information literacy among German psychology students
Nikolas Leichner, Johannes Peter, Anne-Kathrin Mayer and Günter Krampen (2013)

This paper aims to report on the development of an information literacy test for German psychology students.
The test consists of 22 items covering two facets of information literacy (searching for information and evaluating information) which are mapped on Standards Two and Three of the information literacy framework provided by the Association of College and Research Libraries (ACRL, 2000).

Formative assessment: transforming information literacy instruction
Michelle Kathleen Dunaway and Michael Teague Orblych, (2011)

This paper aims to describe the use of a pre‐assessment exercise and in‐session assessment questions to determine graduate students' existing information literacy skills and to adjust the content of the instruction session accordingly. The paper seeks to propose that the use of assessments to inform instruction increases the practicality of research instruction. The use of formative assessment creates effective information literacy instruction by acknowledging variation in information literacy skills among students.
A librarian partnered with a faculty member to create instruction sessions for graduate level business courses. An open‐ended pre‐assessment exercise was administered prior to the session, and students' responses were used to determine the content of the instruction session. Assessment questions administered during the session provided the librarian with a measure of the effect of the pre‐assessment exercise on students' information literacy skills, and provided students with feedback regarding their individual information literacy and engaged students in the learning process.

Course integrated assessment

Assessment and change leadership in an academic library department: a case study
Toni M. Carter (2014)

The purpose of this paper is to report an academic library's efforts to introduce course-integrated assessment into its library instruction program. Applying a leadership change model to the process allows for a step-by-step examination of both organizational change and the creation of cultures of assessment. Over a period of three years, course-integrated assessment was introduced into an academic library's instruction program. Rather than implementing rapid, superficial change, the process focused on transforming librarians' thoughts and feelings about their teaching and student learning. Dr John P. Kotter's eight-step process for leading organizational change is applied to explain the methodology.

Crowdsourcing the curriculum: Information literacy instruction in first-year writing
Jamie White-Farnham and Carolyn Caffrey Gardner (2014)

The purpose of this article is to describe the rationale, process and results of an integrated curricular intervention for information literacy instruction in a first-year writing program. The information literacy coordinator collaborated with writing instructors and the Writing Program Administrator on the initial design of information literacy outcomes. The librarian and instructors created a modular curriculum with multiple lessons and activities aligned to each outcome. The curriculum was housed in the course management system for easy updating and distribution. Finally, instructors taught the embedded information literacy activities for two semesters and measured student improvement through a pre-/post-survey and a rubric-based assessment of students’ citation and documentation.

Programmatic assessment

Assessing information literacy instruction programs

Evaluating an instruction program with various assessment measures
Sarah R. Gewirtz (2014)

The aim of this paper is to demonstrate how the author’s library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching effectiveness and increase sharing among librarians of ideas and techniques used in first-year student sessions. This paper describes the various measures of assessment (peer-to-peer, student feedback and self-reflection) that the College of St Benedict (CSB) and St John’s University (SJU) Libraries implemented in 2011. The methods were used to improve teaching by listening to peers, getting feedback from students, and by also doing self-reflection. Many librarians were able to make changes that were beneficial to their teaching sessions.