Abstract

Librarians seek opportunities to improve outreach to faculty and promote shared interests in information literacy. A comprehensive review of syllabi for all undergraduate courses offered during one academic term examined course-level learning outcomes and graded assignments to see how well they aligned with the five Association of College and Research Libraries Information Literacy Competency Standards for Higher Education. We observed discrepancies between descriptions of graded assignments and the articulation of student learning outcomes aligned with information literacy skills. The review generated an inventory of courses and instructors that will help subject specialists initiate conversations about collaborations related to information literacy.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 599-617
Launched on MUSE
2016-07-07
Open Access
No
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