Asking the Right Questions: Bridging Gaps Between Information Literacy Assessment Approaches
A large volume of research on information literacy assessment has measured students’ skills and competencies against librarians’ expectations. Far fewer studies have reported on the holistic experiences of students with finding, using, and creating information to fulfill their academic and personal needs. Consequently, the picture emerging from the assessment literature often portrays students as unskilled, uncreative, and uninterested when fulfilling course research assignments. Drawing on our combined experience at community colleges and universities in the U.S. and Canada and Project Information Literacy (PIL), this article introduces a typology for classifying and critiquing four levels of information literacy assessment — micro, meso, macro, and mega, and presents a series of reflective questions to spark useful connections among these approaches, while maximizing librarians’ teaching, learning, and assessment outcomes.
Against the Grain
Open Access Status
Head, Alison J.; Bull, Alaina C.; and MacMillan, Margy, "Asking the Right Questions: Bridging Gaps Between Information Literacy Assessment Approaches" (2019). Library Publications and Presentations. 43.