Cinthya Ippoliti (Oklahoma State University) has authored a post for the LITA blog on creating information literacy learning outcomes for digitally inflected assignments.
How do we know that students know how to use a 3D printer successfully? How can we measure the learning that occurred when they designed a file for upload into a visualization software package? While the Association of College and Research Libraries (ACRL) has taken the lead on delineating national standards for Information Literacy, and more recently updated them to the Framework for Information Literacy, there isn’t quite as much information available about designing and assessing assignments that are less traditional than the ubiquitous 3-5 page research paper. I’m not sure that we will find one set of competencies to rule them all, simply because there are so many dimensions to these areas. In one seemingly straightforward activity such as creating an online presentation, you might have elements of visual literacy, creativity, and communication to name a few.
In the post, Ippoliti offers resources for librarians looking to draft measurable learning outcomes, including a sample assignment and rubric.
This post was produced through a cooperation between Leigh Bonds, Elizabeth Gibes, Greg Hatch, Kristen Mapes, Kelley Rowan, Samuel Russell, and Abigail Sparling, (Editors-at-large for the week), Caitlin Christian-Lamb (Editor for the week), Sarah Potvin (Site Editor), and Caro Pinto, Roxanne Shirazi, and Patrick Williams (dh+lib Review Editors).