Abstract

We examine an institutional assessment model for general education that effectively incorporates instructor-driven strategies. We argue that course-specific tools for assessing information literacy are integral to the process and must be used to enhance institutional efforts. This integrated strategy is applicable to a range of other courses and programs.

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. 93-104
Launched on MUSE
2007-10-22
Open Access
No
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