New PDF release: A Practical Guide to Information Literacy Assessment for

By Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., Kenneth J. Burhanna, Julie A. Gedeon

ISBN-10: 1591583403

ISBN-13: 9781591583400

Info literacy overview applies to a couple of contexts within the larger schooling enviornment: institutional curricula, info literacy courses, info literacy classes, course-integrated info literacy guideline, and stand-alone info literacy workshops and on-line tutorials. This useful advisor presents an outline of the overview technique: making plans; choice and improvement of instruments; and research and reporting of information. An assessment-decision chart is helping readers fit applicable evaluate instruments and methods with studying results and educational settings. evaluation instruments, geared up by means of kind, are observed by means of case reviews. numerous info literacy criteria are referenced, with emphasis given to ACRL's details Literacy Competency criteria for greater schooling.

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Additional resources for A Practical Guide to Information Literacy Assessment for Academic Librarians

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Bloom’s taxonomy and subsequent revisions (see Anderson and Krathwohl, 2001) can give you quite a detailed and thorough look at the processes of teaching and learning. They offer a wealth of ideas for formulating learning objectives, particularly in the cognitive domain. Within the cognitive domain, there are six levels of cognitive complexity. From lower to higher, they are: • Remember: Retrieve relevant knowledge from long-term memory. • Understand: Construct meaning from instructional messages, including oral, written, and graphic communication.

1. Example of an Informal Assessment Form. 3. Review Observations and Responses in Context of Your Lesson Plan This simply means to reflect on key observations and student responses as they relate to the goals and objectives of your lesson. 1, the objective of a lesson on Library of Congress call numbers is for students to be able to order books correctly by call number. A group activity directly following library instruction provided the opportunity for students to accomplish this. It follows then that the instructor focused his observations and questions on this activity.

To complete the matrix, students should enter a plus sign (ϩ) or the word “yes” in the column if the concept has one of the features and a negative sign (Ϫ) or the word “no” if it does not have that feature. Inform students that some concepts may be positive for both features. The defined matrix is easy to score (you just need to compare your matrix to the completed student matrix), and can help you to quickly gauge whether students can distinguish between concepts or resources. Students can be asked to complete the matrix during class so that you can provide them with immediate feedback, or at the beginning of a class so that you can gauge the level of student knowledge before you begin instruction.

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A Practical Guide to Information Literacy Assessment for Academic Librarians by Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., Kenneth J. Burhanna, Julie A. Gedeon


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