(College & Research Libraries, 2015-07) Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.
The Claremont Colleges Library conducted direct rubric assessment of
Pitzer College First-Year Seminar research papers to analyze the impact
of diverse levels of librarian course collaborations on information literacy
(IL) performance in student writing. Findings indicate that progressive
degrees of librarian engagement in IL-related course instruction and/or
syllabus and assignment design had an increasingly positive impact on
student performance. A secondary indirect analysis of librarian teaching
evaluations and self-perceived learning gains by students and faculty
showed no correlation to rubric IL scores, suggesting the importance of
“authentic” assessment in determining actual learning outcomes. This
mixed-methods study presents findings in each area and examines their
implications for effective IL course collaborations.