Ada Emmett|Judith Emde
Assessing information literacy skills using the ACRL standards as a guide
University of Kansas|University of Kansas
purpose purpose study obtain preliminary evidence threeyear period efficacy curriculum designed foster information literacy skills graduate students chemistry bibliography course designmethodologyapproach specifically researchers examined application results assessment tool connectivity instructional strategies improving literacy outcomes acrls information literacy competency standards higher education provided basis construction assessment tool instrument given chemistry graduate students enrolled course beginning end semester findings assessment results three years indicated marked improvements average student score pre posttest assessment provided evidence skill development course semester specified outcomes research limitationsimplications research would strengthened use valid control group graduate students related chemistry majors enrolled class extended study would supplied rates improvement control group given period time compared rates improvement students enrolled class practical implications paper provides methods approaching assessment information literacy skills focusing tool development based desired learning outcomes originalityvalue study developed refined applied methodology assess student information literacy skills based learning outcomes threeyear period literature lacks reports studies looking assessment information literacy development graduate students sciences well use backward design creating evaluative tools