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Developing an Integrated Strategy for Information Literacy Assessment in General Education
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Developing an Integrated Strategy for Information Literacy Assessment in General Education

Author: Thomas P Mackey; Trudi E Jacobson
Publisher: Pennsylvania State University Press. 820 North University Drive, USB 1 Suite C, University Park, PA 16802. Tel: 800-326-9180; Tel: 814-865-1327; Fax: 814-863-1408; e-mail: info@psupress.org; Web site: http://www.psupress.org/journals/jnls_jge.html
Edition/Format: Article Article : English
Publication:Journal of General Education, v56 n2 p93-104 2007
Database:ERIC The ERIC database is an initiative of the U.S. Department of Education.
Other Databases: ECO
Summary:
The authors examine an institutional assessment model for general education that effectively incorporates instructor-driven strategies. This article is informed by the perspectives of a teaching librarian and a departmental faculty member at the University at Albany, State University of New York. As instructors, they both participated in mandated assessments of information literacy courses and contributed their own  Read more...
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Document Type: Article
All Authors / Contributors: Thomas P Mackey; Trudi E Jacobson
ISSN:0021-3667
Language Note: English
Unique Identifier: 424906621
Awards:
Description: 12

Abstract:

The authors examine an institutional assessment model for general education that effectively incorporates instructor-driven strategies. This article is informed by the perspectives of a teaching librarian and a departmental faculty member at the University at Albany, State University of New York. As instructors, they both participated in mandated assessments of information literacy courses and contributed their own course-specific techniques to this university-wide process. The classes discussed in this article are part of the general education program at the University at Albany, which requires all students to complete one information literacy course for credit. This article offers a descriptive analysis of both the institutional assessment and the instructor-driven strategies developed for each course. The authors' experience with this process reinforces the need for an integrated assessment strategy at both the course and institutional levels.

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