Using the ACRL Framework to Develop a Student-Centered Model for Program-Level Assessment

Abstract

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.

Amerika Birleşik Devletlerinde Öğretmen Yetiştirme Süreci ve Pekiştireç Kullanımı

“…Araştırma bulgularına göre öğrenme öğretme sürecinde sınıf yönetilirken en çok materyal kullanımının ve etkin katılımın sağlandığı saptanmıştır. Sınıfta öğrencilerin materyal kullanarak veya etkin katılımı sağlayarak öğrencilerin öğrenme becerilerini geliştirilir (Sibona and Pourreza, 2018;Alghamdi and Deraney, 2018;Gür and Seyhan, 2006;Gammons, & Inge, 2017). Öğrenme ortamlarında beş duyuya hitap eden materyallerin kullanılması öğrenmede kalıcılığı artırmaktadır (Elitok Kesici ve Çavuş, 2019).…”

Through the Looking Glass: Viewing First-Year Composition Through the Lens of Information Literacy

“…Several of the partnerships represented in the literature employed common assessment methods to measure student learning through both qualitative and quantitative data. The University of Maryland executed a large-scale restructuring of their FYC instruction program, which included switching to a scalable qualitative assessment model (Gammons & Inge, 2017). FYC faculty and librarians at the University of Georgia conducted an assessment project using citation analysis (Barratt, Nielsen, Desmet, & Balthazor, 2009).…”

The Evaluation of Teacher Training Programs in the United States of America in Terms of Student-Centered Practices Used in Class

“…Active methods increase the academic achievement of students and improve their writing and research skills. Besides, student-centered practices also improve students' learning and critical thinking skills (Sibona & Pourrezajourshari, 2018;Alghamdi & Deraney, 2018;Gür & Seyhan, 2006;Gammons, & Inge, 2017). The learning environment created with effective learning model has a positive effect on students in terms of learning, teaching and communication dimensions (Kalem & Fer, 2003) and student-centered practices positively affect academic achievement.…”