Making it Work: Developing a Student-Centered Assessment Model for a Large-Scale Information Literacy Program

dc.contributor.authorGammons, Rachel
dc.contributor.authorInge, Lindsay
dc.date.accessioned2016-12-19T13:19:20Z
dc.date.available2016-12-19T13:19:20Z
dc.date.issued2016-10
dc.descriptionConference presentation 2016.en_US
dc.description.abstractInformation 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 mixed-methods approach using qualitative reflections, rubrics, and the evaluation of student artifacts.en_US
dc.identifierhttps://doi.org/10.13016/M2723N
dc.identifier.citationGammons, Rachel and Lindsay Inge. "Making it Work: Developing a Student-Centered Assessment Model for a Large-Scale Information Literacy Program." Presentation at the Library Assessment Conference, Arlington, VA, October 2016.en_US
dc.identifier.urihttp://hdl.handle.net/1903/18921
dc.publisherLibrary Assessment Conferenceen_US
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland Librariesen_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us
dc.subjectInformation Literacyen_US
dc.titleMaking it Work: Developing a Student-Centered Assessment Model for a Large-Scale Information Literacy Programen_US
dc.typePresentationen_US

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