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 mixedmethods 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.

No abstract

No abstract

No abstract

The Research and Teaching Fellowship (RTF) of the University of Maryland Libraries in CollegePark is a three-semester teacher training program for students seeking a master's of library and information science (MLIS) degree. This article provides details of the program's content, organization, administration, and assessment. It also includes results from a mixed methods and longitudinal study identifying the successful components of RTF and charting the development of teacher efficacy and identity among participants. Findings indicate that a strong sense of community, sustained engagement with teaching, and the integration of evidenced-based practice prepare MLIS students to succeed in a competitive job market. The authors provide a list of best practices in the development of mentorship and training programs, including considerations for librarians and administrators.