Making it Work: Developing a Student-Centered Assessment Model for a Large-Scale Information Literacy Program
| dc.contributor.author | Gammons, Rachel | |
| dc.contributor.author | Inge, Lindsay | |
| dc.date.accessioned | 2016-12-19T13:19:20Z | |
| dc.date.available | 2016-12-19T13:19:20Z | |
| dc.date.issued | 2016-10 | |
| dc.description | Conference presentation 2016. | en_US |
| dc.description.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 mixed-methods approach using qualitative reflections, rubrics, and the evaluation of student artifacts. | en_US |
| dc.identifier | https://doi.org/10.13016/M2723N | |
| dc.identifier.citation | Gammons, 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.uri | http://hdl.handle.net/1903/18921 | |
| dc.publisher | Library Assessment Conference | en_US |
| dc.relation.isAvailableAt | Digital Repository at the University of Maryland | en_us |
| dc.relation.isAvailableAt | University of Maryland Libraries | en_us |
| dc.relation.isAvailableAt | University of Maryland (College Park, MD) | en_us |
| dc.subject | Information Literacy | en_US |
| dc.title | Making it Work: Developing a Student-Centered Assessment Model for a Large-Scale Information Literacy Program | en_US |
| dc.type | Presentation | en_US |
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