Assessment of Information Literacy
Oakleaf, M. (2013). Building the assessment librarian guildhall: Criteria and skills for quality assessment librarian. Journal of Academic Librarianship, 39(2), 126-128.
Whitlock, B., & Nanavati, J. (2013). A systematic approach to performative and authentic assessment. Reference Services Review, 41(1), 32-48.
Zoellner, K., Samson, S., & Hines, S. (2008). Continuing assessment of library instruction to undergraduates: A general education course survey research project. College & Research Libraries, 69(4), 370-383.
Critical Information Literacy
Accardi, M. T., Drabinski, E., & Kumbier, A. (Eds.). (2010). Critical library instruction: Theories and methods. Library Juice Press, LLC.
Elmborg, J. (2006). Critical information literacy: Implications for instructional practice. The Journal of Academic Librarianship, 32(2), 192-199.
Elmborg, J. (2012). Critical information literacy: Definitions and challenges. In C. W. Wilkinson & C. Bruch (Eds.), Transforming information literacy programs: Intersecting frontiers of self, library culture, and campus community (pp. 75-95). Chicago, IL: Association of College and Research Libraries.
First Year Students
Birmingham, E., Chinwongs, L., Flaspohler, M. R., Hearn, C., Kvanvig, D., & Portmann, R. (2008). First-year writing teachers, perceptions of students' information literacy competencies, and a call for a collaborative approach. Communications In Information Literacy, 2(1), 6-24.
Coates, H. (2013). Exploring the disconnect between information literacy skills and self-estimates of ability in first-year community college students. Evidence Based Library & Information Practice, 8(2), 264-266.
Ganley, B., Gilbert, A., & Rosario, D. (2013). Faculty and student perceptions and behaviours related to information literacy: A pilot study using triangulation. Journal Of Information Literacy, 7(2), 80-96.
Head, A.J., & Eisenberg, M.B. (2010). Truth to be told: How college students evaluate and use information in the digital age. Retrieved from http://projectinfolit.org/pdfs/PIL_Fall2010_Survey_FullReport1.pdf
Recursive Information Literacy
Bowles-Terry, M., Davis, E., & Holliday, W. (2010). "Writing information literacy" revisited: From theory to practice in the classroom. Reference & User Services Quarterly, 49(3), 225-230.
Norgaard, R., Arp, L., & Woodard, B. S. (2003). Writing information literacy. Reference & User Services Quarterly, 43(2), 124-130.
Tewell, E. C. (2013). Full-time faculty view information literacy as important but are unlikely to incorporate it into their teaching. Evidence Based Library & Information Practice, 8(1), 84-86.
Developing Plan, Institutional Support
Rubric Norming, and Rating (open-ended questions on pre- and post-surveys)
This project is part of the program “Assessment in Action: Academic Libraries and Student Success” which is undertaken by the Association of College and Research Libraries (ACRL) in partnership with the Association for Institutional Research and the Association of Public and Land-grant Universities. The program, a cornerstone of ACRL's Value of Academic Libraries initiative, is made possible by the Institute of Museum and Library Services.
The University of Redlands First Year Student Research Practices Survey was partly adapted (questions # 4-11) from HEDS/NITLE Research Practices Survey. The remainder of the survey (questions #1-2, 12-19) were developed in-house by the Armacost Library faculty librarians.
The original HEDS/NITLE Research Practices Survey instrument was developed between 2004 and 2007 by the National Institute for Technology in Liberal Education (NITLE) and Higher Education Data Sharing (HEDS), a consortium of 10 selective liberal arts colleges. The 2007 HEDS/NITLE survey was licensed under the Creative Commons.