Reframing Information Literacy Assessment: Reaching for College Seniors
Rodgers Good, Megan
MetadataShow full item record
Although our institution has a history of information literacy assessment for general education, we found the method used did not allow us to tell a compelling story about students’ information literacy skills. After a “reflection year,” we centralized summative assessment and focused on seniors. Disaggregation of senior-level data will reveal answers to questions such as, “Do students who had an information literacy session do better than those who do not?” and “Do transfer students perform as well as students who started as freshmen?” This manuscript describes our process and the details of the power of our data collection strategy.