Assessing information literacy in first year writing |
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| Institution: | 1. Nanyang Technological University, Wee Kim Wee School of Communication and Information, 31 Nanyang Link, Singapore 637718, Singapore;2. National Institute of Singapore, 1 Nanyang Walk, Singapore 637616, Singapore |
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| Abstract: | As the programmatic instructional offerings of academic libraries expand and grow more complex, so too does the effort to effectively assess these programs. In particular, programs informed by the Framework for Information Literacy for Higher Education are placing librarians in a position to affect institutional outcomes, related to student learning and critical thinking, on a foundational level. In order to assess one particular scaffolded instructional program, the authors of this study collected a variety of data from instructional attendees over a period of four semesters. Through subsequent analysis, these data provided researchers with a means to explore multiple facets of the local instructional environment, including both direct and peripheral intervening factors associated with a program of ongoing support for the development of information literacy (IL) competencies among students enrolled in a first-year writing course. Importantly, this study's findings help to highlight the importance of course-integrated IL content via pre/post-IL session support provided by writing instructors, as well as instructional effectiveness on the part of librarian instructors. Together these facets of the learning environment promote positive affective outcomes for student learners in the context of their development of IL competencies. |
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