- Jastram, Iris, Danya Leebaw, and Heather Tompkins. “Situating information literacy within the curriculum: Using a rubric to shape a program.” portal: Libraries and the Academy 14.2 (2014): 165-186.
The Carleton College Information Literacy in Student Writing Project rubric was drafted before the Framework’s development, but its focus on habits of mind connects well to the Framework’s approach to information literacy. Additionally, the project demonstrates a high level of faculty involvement, exemplifying the Framework’s emphasis on making information literacy a shared campus enterprise.
After reading the article, post a comment responding to ANY of the following questions about how Carleton’s approach might inform your own efforts to incorporate rubrics into your assessment practice:
- The authors of this article outline how the library’s assessment efforts developed from connections to campus values and curricular initiatives. What teaching and learning-related programs, discussions, and initiatives on your campus might help inform your own assessment efforts?
- The authors point out that rubrics are ideally suited for assessing students’ understandings or habits of mind, rather than skills. What are some of the concepts or understandings outlined in the Framework that you would be interested in assessing using a rubric?
- A key to the success of the Information Literacy in Student Writing project is that librarians are able to access existing portfolios of student writing. Who might you be able to partner with to access student work for assessment?
- Where can you see connections to the Framework in the rubric? What elements of the Framework might you address more fully in your own version of the rubric?