Abstract
This article reports on an exploratory study of the process for the shared rubric creation in information literacy assessment at the university-level for accreditation purposes. This process can be used as an avenue for librarians to provide leadership and engage faculty in critical campus-wide assessment initiatives. Findings support previous research that showed faculty members perceive room for growth in students’ information literacy competency. Furthermore, findings show faculty members see a connection between information literacy and critical thinking, another core competency. This link can be leveraged for more effective integration of information literacy into curriculum (and instruction) and for more efficient assessment of both competencies through overlaps in assessment rubrics. Librarians can be visible leaders in assessment on campus by addressing faculty concerns and providing resources and services to assist faculty, as well as campus administration, in teaching and assessing information literacy.
Highlights
As information literacy learning and assessment become more important to many universities’ missions and accreditation processes, librarians are presented with significant leadership and collaboration opportunities
When librarians are recognized as leaders and experts in information literacy[3] by university faculty and administration, they are able to facilitate more information literacy learning for students and provide support for faculty in the disciplines outside of library and information science (LIS)
Data collected from participating faculty members revealed their perspectives on information literacy competencies, their information literacy teaching and assessment practices, and their desired support structures
Summary
As information literacy learning and assessment become more important to many universities’ missions and accreditation processes, librarians are presented with significant leadership and collaboration opportunities. While the call for librarian collaboration with other faculty in the realm of information literacy is nothing new,[1] there has been less emphasis on the role that librarians can play in shaping changes to include information literacy in the heart of the curriculum.[2] When librarians are recognized as leaders and experts in information literacy[3] by university faculty and administration, they are able to facilitate more information literacy learning for students and provide support for faculty in the disciplines outside of library and information science (LIS) This can, in turn, provide better data for administrators for accreditation and curriculum development purposes. To fully accomplish these goals, it is necessary to understand faculty perspectives of information literacy
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