The Claremont Colleges Library conducted direct rubric assessment ofPitzer College First-Year Seminar research papers to analyze the impactof diverse levels of librarian course collaborations on information literacy(IL) performance in student writing. Findings indicate that progressivedegrees of librarian engagement in IL-related course instruction and/orsyllabus and assignment design had an increasingly positive impact onstudent performance. A secondary indirect analysis of librarian teachingevaluations and self-perceived learning gains by students and facultyshowed no correlation to rubric IL scores, suggesting the importance of“authentic” assessment in determining actual learning outcomes. Thismixed-methods study presents findings in each area and examines theirimplications for effective IL course collaborations.
展开▼
