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Reframing Information Literacy Assessment: Reaching for College Seniors

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dc.contributorToni Carter, tcd0006@auburn.eduen_US
dc.creatorCarter, Toni
dc.creatorRodgers Good, Megan
dc.description.abstractAlthough 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.en_US
dc.publisherAssociation of College & Research Libraries: a division of the American Library Associationen_US
dc.relation.ispartofAcademic Libraries and the Academy: Strategies and Approaches to Demonstrate Your Value, Impact and Return on Investment, Vol 2en_US
dc.rightsAuthors retained copyright. CC BY-NC-ND 4.0 Creative Commons licenseen_US
dc.subjectinformation literacyen_US
dc.titleReframing Information Literacy Assessment: Reaching for College Seniorsen_US
dc.type.genreBook, Chapter in Scholarly Book-Newen_US

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