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Engagement and assessment in a credit‐bearing information literacy course

Engagement and assessment in a credit‐bearing information literacy course Purpose – 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. Design/methodology/approach – In this case study, the authors give specific examples of engaging assignments and methods for evaluating student work in a credit‐bearing IL course. Findings – It is found that if students are engaged, and effective assessment tools are employed, library credit instruction in a face‐to‐face setting with upper‐classmen from diverse majors is an impactful way to teach IL. Practical implications – This article provides ideas on how to use a topical theme in teaching an interdisciplinary IL credit course; concrete approaches on engaging students in an IL course; and new strategies for assessing an IL credit‐bearing course. Many of the engagement and assessment methods the authors share may also be applied to one‐shot instruction sessions. Originality/value – The paper provides a practical case study of the authors' experiences engaging students and assessing their work in an upper level, three‐credit, face‐to‐face class, a type of course not well represented in the information literacy literature at this point in time. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reference Services Review Emerald Publishing

Engagement and assessment in a credit‐bearing information literacy course

Jennifer Mayer; Melissa Bowles‐Terry
Reference Services Review , Volume 41 (1): 18 – Feb 15, 2013
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References (15)

Publisher
Emerald Publishing
Copyright
Copyright © 2013 Emerald Group Publishing Limited. All rights reserved.
ISSN
0090-7324
DOI
10.1108/00907321311300884
Publisher site
See Article on Publisher Site

Abstract

Purpose – 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. Design/methodology/approach – In this case study, the authors give specific examples of engaging assignments and methods for evaluating student work in a credit‐bearing IL course. Findings – It is found that if students are engaged, and effective assessment tools are employed, library credit instruction in a face‐to‐face setting with upper‐classmen from diverse majors is an impactful way to teach IL. Practical implications – This article provides ideas on how to use a topical theme in teaching an interdisciplinary IL credit course; concrete approaches on engaging students in an IL course; and new strategies for assessing an IL credit‐bearing course. Many of the engagement and assessment methods the authors share may also be applied to one‐shot instruction sessions. Originality/value – The paper provides a practical case study of the authors' experiences engaging students and assessing their work in an upper level, three‐credit, face‐to‐face class, a type of course not well represented in the information literacy literature at this point in time.

Journal

Reference Services Review – Emerald Publishing

Published: Feb 15, 2013

Keywords: Universities; Curricula; University libraries; Librarians; Information literacy; 3.0 credit course; Credit‐bearing instruction; Upper‐level; Interdisciplinary; Student engagement; Assessment; Teaching librarians

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