Assessment within the Augustana Model of Undergraduate Discipline-Specific Information Literacy Credit Courses

Autor/inn/en	Goebel, Nancy; Neff, Paul; Mandeville, Angie
Titel	Assessment within the Augustana Model of Undergraduate Discipline-Specific Information Literacy Credit Courses
Quelle	In: Public Services Quarterly, 3 (2007) 1-2, S.165-189 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-8959
Schlagwörter	Foreign Countries; Information Literacy; Instructional Development; Curriculum Implementation; Educational Practices; Followup Studies; Student Surveys; Integrated Curriculum; Academic Standards; Library Instruction; Course Evaluation; Evaluation Methods; Academic Libraries; Models; Canada + Suchen Sie Ihr Suchwort? Ausland; Informationskompetenz; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Follow-up studies; Kontaktstudium; Schülerbefragung; Bibliotheksverzeichnis; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Analogiemodell; Kanada
Abstract	Augustana (located in Camrose, Alberta, Canada, and formerly known as Augustana University College) is an undergraduate liberal arts and sciences faculty of the University of Alberta with an enrollment of approximately 1,100 students. The fall of 2001 marked the inception of for-credit discipline-specific information literacy (IL) course offerings at Augustana. At that time, Augustana librarians began teaching two IL courses that were required for graduation for students in the relevant degrees (Bachelors of Music, Arts in Music, and Arts in English). Since that time, for-credit discipline-specific IL courses have been added in nineteen disciplines, bringing Augustana's total number of IL courses to twenty-one. This paper will give an overview of the development and implementation of these IL courses and will focus on the assessment practices to date. Specifically, data gathered from pretests and post-tests will be analyzed and results from a separate follow-up survey conducted of current students and graduates will be reviewed. In addition, an in-house Web-based assessment tool will be introduced and discussed. (Contains 17 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10