Explore RAILS (Rubric Assessment of Information Literacy Skills) for your rubric assessment needs! RAILS is a repository of rubrics designed for academic librarians and disciplinary faculty to assess information literacy outcomes in higher education.
In addition to the rubrics themselves, there are links to suggested readings to get started using rubrics, relevant assessment and learning outcomes standards, and presentations on using rubrics for IL assessment.
Also take a look at the AAC&U VALUE Rubric for Information Literacy. According to the website:
VALUE (Valid Assessment of Learning in Undergraduate Education) is a campus-based assessment initiative sponsored by AAC&U as part of its Liberal Education and America’s Promise (LEAP) initiative. VALUE rubrics or scoring guides provide needed tools to assess students’ own authentic work, produced across their diverse learning progressions and institutions, to determine whether and how well students are meeting graduation level achievement in learning outcomes that both employers and faculty consider essential.
Live Thursday, March 24, 2016 – 2pm Central
Length: 60 minutes
Register to receive reminders and information and/or view the forum live on YouTube.
Join us for an author panel discussion on Action Research with authors of articles in the March 2016 College & Research Libraries special issue on the ACRL Assessment in Action (AiA) program.
AiA lead co-facilitator and issue co-editor Lisa Janicke Hinchliffe will introduce the Forum. Brandy Whitlock and Nassim Ebrahimi will speak about their study: “Beyond the Library: Using Multiple, Mixed Measures Simultaneously in a College-Wide Assessment of Information Literacy,” and Phil Jones, Julia Bauder, and Kevin Engel will speak about their research: “Mixed or Complementary Messages: Making the Most of Unexpected Assessment Results.”
Lisa Janicke Hinchliffe: Professor/Coordinator for Information Literacy Services and Instruction, University of Illinois
Julia Bauder: Interim Librarian of the College, Grinnell College
Nassim Ebrahimi: Associate Vice President of Institutional Research, Effectiveness and Planning, Baltimore City Community College
Kevin Engel: Science Librarian, Grinnell College
Phil Jones: Humanities Librarian and Coordinator of Research Services, Grinnell College
Brandy Whitlock: Professor and Instruction Librarian, Andrew G. Truxal Library, Anne Arundel Community College
Upcoming NISO webinar of possible be of interest:
The Start Up Effect – How Startups are Changing the Culture of Scholarly Communication
Wednesday, February 10, 12:00-1:30pm, Kathleen Zar Room
This session will explore the organizational and cultural characteristics that support innovation from the perspective of both new and traditional organizations. It will also explore the impacts the culture of start-ups has already had on scholarly communications and what might be forthcoming from this innovative explosion.
- Small is Beautiful: The Rise of Niche Services and the Breakdown of Siloes.
Melinda Kenneway, Executive Director, Kudos
- The web is changing what we publish, how we publish, and what happens after publication. Lenny Teytelman, Founder, Protocols.io
- Doubling Up: Leveraging the Cultures of Innovation and Librarianship to Transform Scholarly Communication. Robin Champieux, Scholarly Communication Librarian, Oregon Health & Science University
Remaining 2016 NISO Webinars. All times are 12:00-1:30pm and will be viewed in the Kathleen Zar Room unless otherwise noted.
- Wednesday March 16: What Data is being collected and by whom? (Part 1: Privacy)
- Wednesday March 23: Understanding privacy policies (Part 2: Privacy)
- Wednesday April 13: Supporting women and minorities in technology (in John Crerar Boardroom)
- Wednesday May 11: Supporting research on your campus
- Wednesday June 8: Integrating library management systems
In looking for information about assessment to post to Instructionally Speaking, I found a lot of articles that described assessment in environments that didn’t quite seem to apply to ours. Would we be able to review and score students’ papers using AAC&U’s Information Literacy VALUE rubric like Wendy Holliday et al. in “An Information Literacy Snapshot: Authentic Assessment across the Curriculum”? Can we participate in curriculum mapping when, in many cases, we don’t have course outcomes or objectives in which to map?
I then read this statement in Kuh’s report Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities.
In general, institutional selectivity is negatively related to assessment activity. For almost every category of assessment activity, the more selective an institution’s admissions standards, the less likely it is to employ various assessment approaches, or use the results.
Why is this? Does it apply here? If so, what does this mean for us?
Wendy Holliday, Betty Dance, Erin Davis, Britt Fagerheim, Anne Hedrich, Kacy Lundstrom, and Pamela Martin. “An Information Literacy Snapshot: Authentic Assessment across the Curriculum.” Coll. Res. Libr. March, 2015. 76:170-187; doi:10.5860/crl.76.2.170
Kuh, G. D., Jankowski, N., Ikenberry, S. O., & Kinzie, J. (2014). Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in US Colleges and Universities. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
An Indiana library network, PALNI, has published a LibGuide on ACRL’s Framework for Information Literacy for Higher Education. The guide has a page for each of the six ‘frames,’ defining the frames and mapping them to ACRL’s IL standards. Additionally, the guides include possible learning objectives as well as suggested activities to incorporate the concepts into the classroom.
Not familiar with the Framework? Read all about it here.