Information Literacy Instruction and Assessment in an Honors College Science Fundamentals Course

摘要

The Washington State University Honors College course, UH 290, a€?Science as a Way of Knowing,a€? engages freshmen in scientific inquiry and scholarly literature research. The UH 290 instructor, a learning design consultant, and two librarians collaborated to develop and deliver the coursea€?s information literacy curriculum. The team used student surveys, research blogs, case studies, library instruction sessions, homework problem sets and exams. Students gained from scaffolded instruction including hands-on practice activities and feedback; embedded assessments informed adjustments to the course syllabus and activities. This case study details the progressively improved use of this approach and these tools over two semesters.