Analyzing Information Literacy in Student Writing
Every year Carleton sophomores submit their writing portfolios for evaluation. Once the college has finished evaluating them, the portfolios are available for use by others on campus. The library has taken advantage of this and developed an on-going assessment project using these portfolios.
Each year, beginning in 2008, we pull a subset of papers from that year's collection of portfolios and read them using the rubric we constructed to help us develop a picture of how information literate our sophomores are. Since we can only see the students' writing, we cannot assess all facets of their information literacy, but there are quite a few markers of information literacy that can be gleaned even from closely focused primary source analysis or lab reports.
Participating in this assessment project has helped us develop new ways of talking about information literacy at the first and second year level and new ways of articulating how information literacy functions outside the parameters of traditional research projects.
Presentations and Publications
"Rubrics, Research Practices and Student Writing" LTC Lunch presentation by Heather Tompkins, Danya Leebaw, Ann Zawistoski, and Iris Jastram. February 17th, 2011. (Video available with Carleton login)
"Rubrics, Research Practices, and Student Writing." State Your Case Symposium 2011 presentation by Heather Tompkins, Danya Leebaw, and Iris Jastram. April 15, 2011. (Invited)
"CSI(L) Carleton: Forensic Librarians and Reflective Practices" by Iris Jastram, Danya Leebaw, and Heather Tompkins. In the Library With the Lead Pipe. December 14th, 2011. (Invited. Peer Reviewed)
“'How is this different from critical thinking?': The risks and rewards of deepening faculty involvement in an information literacy rubric" by Danya Leebaw, Kristin Partlo, and Heather Tompkins. Paper presented at ACRL 2013 conference.
Accardi, Maria T. "Teaching against the Grain: Critical Assessment in the Library Classroom." In Critical Library Instruction : Theories and Methods, edited by Maria T. Accardi, Emily Drabinski and Alana Kumbier, 251-63. Duluth, Minn.: Library Juice Press, 2010.
Choinski, Elizabeth, Amy E. Mark, and Missy Murphey. "Assessment with Rubrics: Efficient and Objective Means of Assessing Student Outcomes in an Information Resources Class." portal: Libraries & the Academy 3, no. 4 (2003): 563-75.
Diller, Karen R., and Sue F. Phelps. "Learning Outcomes, Portfolios, and Rubrics, Oh My! Authentic Assessment of an Information Literacy Program." portal: Libraries & the Academy 8, no. 1 (2008): 75-89.
Knight, Lorrie A. "Using Rubrics to Assess Information Literacy." Reference Services Review 34, no. 1 (2006): 43-55.
Oakleaf, Megan. "Using Rubrics to Assess Information Literacy: An Examination of Methodology and Interrater Reliability." Journal of the American Society for Information Science & Technology 60, no. 5 (2009): 969-83.
Rutz, Carol, and Jacqulyn Lauer-Glebov. "Assessment and Innovation: One Darn Thing Leads to Another." Assessing Writing 10, no. 2 (2005): 80-99.
Scharf, Davida, Norbert Elliot, Heather A. Huey, Vladimir Briller, and Kamal Joshi. "Direct Assessment of Information Literacy Using Writing Portfolios." Journal of Academic Librarianship 33, no. 4 (2007): 462-77.