Abstract

Librarians face numerous challenges when designing effective, sustainable methods for assessing student learning outcomes in one-shot, course-integrated library instruction sessions. We explore the use of rubrics to programmatically assess authentic learning exercises completed in one-shot library sessions for a large, required sophomore-level research and writing course. We discuss our findings, as well as how results are used and subsequently impact our information literacy initiatives on a programmatic level. This model is scalable and can be adapted for class size, time, and subject matter.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 491-509
Launched on MUSE
2016-07-07
Open Access
No
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