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ERIC Number: EJ1148868
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1933-5954
Using the ACRL Framework to Develop a Student-Centered Model for Program-Level Assessment
Gammons, Rachel Wilder; Inge, Lindsay Taylor
Communications in Information Literacy, v11 n1 p168-184 2017
Information literacy instruction presents a difficult balance between quantity and quality, particularly for large-scale general education courses. This paper discusses the overhaul of the freshman composition instruction program at the University of Maryland Libraries, focusing on the transition from survey assessments to a student-centered and mixed-methods approach using qualitative reflections, rubrics, and the evaluation of student artifacts. The article discusses the progression from a pilot assessment program using Twitter as a data collection model to the implementation of a robust and multi-layered assessment using both qualitative feedback from students and the evaluation of student artifacts. Each assessment includes detailed collection methods and customized rubrics for evaluation of student responses. While information literacy assessment has been covered extensively in the literature, few articles discuss the use of qualitative student responses on a large scale (4,000 participants per year). The article also discusses the re-structuring of an assessment program around the ACRL Framework for Information Literacy, which is incorporated throughout the project from the pilot up through the full implementation of the final program.
Communications in Information Literacy. Director, University of Oklahoma-Tulsa Library, Schusterman Center, 4502 East 41st Street, Tulsa, OK 74135. Tel: 918-660-3222; Fax: 918-660-3215; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland
Grant or Contract Numbers: N/A