By Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., Kenneth J. Burhanna, Julie A. Gedeon
Details literacy review applies to a couple of contexts within the better schooling area: institutional curricula, details literacy courses, details literacy classes, course-integrated info literacy guideline, and stand-alone info literacy workshops and on-line tutorials. This sensible consultant offers an summary of the evaluation technique: making plans; choice and improvement of instruments; and research and reporting of knowledge. An assessment-decision chart is helping readers fit acceptable evaluate instruments and methods with studying results and educational settings. overview instruments, geared up by way of style, are observed by means of case reports. a variety of info literacy criteria are referenced, with emphasis given to ACRL's info Literacy Competency criteria for greater schooling.
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Additional resources for A Practical Guide to Information Literacy Assessment for Academic Librarians
Communicate Effectively In addition to asking the right questions, you will want to strive to be an effective communicator. The way in which you ask the questions can affect the responses you get. Here are some key considerations for communicating your questions effectively: • Be Clear and Concise: This is an area where a little preparation can go a long way. Take time before a session to run through your potential questions. You want students to understand Informal Assessment Techniques clearly what you are asking.
It also includes tests, annotated bibliographies, and papers. Indirect assessment Characterizes assessment information that has been inferred from observation or from surveys. It is subject to interpretation and relies on inferences. 5. Some Key Assessment Terms. LEARNING OBJECTIVES Regardless of the level at which you are assessing—classroom, programmatic, or institutional—assessment should be clearly aligned to your objectives for student learning. A learning objective is a statement of what you want students to learn as a result of a learning experience, such as a library instruction session.
In either case, begin by asking students to get out a piece of paper or distribute index cards or blank pieces of paper. Write the question that you want students to answer on the white board, chalkboard, or overhead. It is helpful to students if the question appears in writing somewhere since attention spans differ and, for some students, seeing the question in writing will help them process their thoughts. You can also distribute a card or paper with the question already written on it. 37 38 THE TOOLS Inform the students that they have two or three minutes to respond to the question.
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