Engagement and Assessment in a Credit-Bearing Information Literacy Course
Purpose – The authors teach a three-credit, upper-division, information literacy (IL) course to students in various majors. The purpose of this paper is to share the various philosophies and activities the authors use to engage their students and create a cohesive interdisciplinary course and to describe the various assessment tools utilized. Design/methodology/approach – In this case study, the authors give specific examples of engaging assignments and methods for evaluating student work in a credit-bearing IL course. Findings – It is found that if students are engaged, and effective assessment ...
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