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Information Literacy Assessment Toolkit: Bibliography

PALNI's Information Literacy Assessment Toolkit

Resources Cited and Recommend for Further Reading

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IL Assessment Overview

  • Oakleaf, Megan. (2009). The information literacy instruction assessment cycle: A guide for increasing student learning and improving librarian instruction skills. Journal of Documentation, 65(4), 539.560. Retrieved from http://meganoakleaf.info/iliac.pdf.
  • Oakleaf, Megan. (2009). Writing information literacy assessment plans: A guide to best practice. Communications in Information Literacy, 3(2). 
  • Zald, Anne E. and Debra Gilchrist. (2008). Instruction and program design through assessment. In Christopher N. Cox & Blakesley Lindsay (Eds.), Information literacy instruction handbook (164-192). Chicago, IL: American Library Association. Retrieved from http://digitalscholarship.unlv.edu/cgi/viewcontent.cgi?article=1145&context=lib_articles

Assessment Best Practices

Considerations Prior to Assessing: Instructional Design

Considerations Prior to Assessing: Learning Outcomes

  • Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing : A revision of Bloom's taxonomy of educational objectives. New York, NY: Longman.
  • Nentl, N., & Zietlow, R. (2008). Using Bloom's taxonomy to teach critical thinking skills to business students. College & Undergraduate Libraries, 15(1/2), 159–172.

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Building an Information Literacy Program

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CATs

Formative & Summative 

  • Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan92(1), 81–90. https://doi.org/10.1177/003172171009200119
  • Dixson, D. D., & Worrell, F. C. (2016). Formative and summative assessment in the classroom. Theory Into Practice55(2), 153–159. https://doi.org/10.1080/00405841.2016.1148989
  • Gardner, J. (2010). Developing teacher assessments: An introduction. In J. Gardner, W. Harlen, L. Hayward, & L. Montgomery (Eds.), Developing Teacher Assessment (pp. 1–11). Maidenhead: Open University Press.

Rubrics

  • Gariepy, L. W., Stout, J. A., & Hodge, M. L. (2016). Using rubrics to assess learning in course-integrated library instruction. Portal: Libraries and the Academy, 16(3), 491–509.
  • Lundstrom, K., Diekema, A. R., Leary, H., Haderlie, S., & Holliday, W. (2015). Teaching and learning information synthesis: An intervention and rubric based assessment. Communications in Information Literacy, 9(1), 60–82.
  • Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey-Bass.

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Peer Evaluations

  • Middleton, C. (2002). Evolution of peer evaluation of library instruction at Oregon State University Libraries. Portal: Libraries and the Academy, 2(1), 69–78.
  • Norbury, L. (2001). Peer observation of teaching: A method for improving teaching quality. New Review of Academic Librarianship, 7(1), 87–99. 
  • SnavelyL., & Dewald, N. (2011). Developing and implementing peer review of academic librarians' teaching: An overview and case report. The Journal of Academic Librarianship, 37(4), 343–351.
  • Vega García, S. A., Stacy-Bates, K. K., Alger, J., & Marupova, R. (2017). Peer evaluation of teaching in an online information literacy course. Portal: Libraries and the Academy, 17(3), 471-483.
  • Vidmar, Dale J. (2005). Reflective peer coaching: Crafting collaborative self-assessment in teaching. Research Strategies20(3), 135–148.

Self-Reflection

  • GoodsettM. (2014). Reflective teaching: Improving library instruction through self-reflection. The Southeastern Librarian, 62(4), 12-15.
  • Tompkins, E.K. (2009). A reflective teaching journal: An instructional improvement tool for academic librarians. College & Undergraduate Libraries, 16(4), 221–238. 
  • Vidmar, Dale J. (2005). Reflective peer coaching: Crafting collaborative self-assessment in teaching. Research Strategies20(3), 135–148.
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