Institutional assessment of student information literacy ability: A case study

Chris CHAN*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Citations (Scopus)

Abstract

With increasing interest in the assessment of learning outcomes in higher education, stakeholders are demanding concrete evidence of student learning. This applies no less to information literacy outcomes, which have been adopted by many colleges and universities around the world. This article describes the experience of a university library in Hong Kong in administering a standardized test of information literacy - the Research Readiness Self-Assessment (RRSA) - at the institutional level to satisfy the need for evidence of learning. Compelling evidence was found of improvement in student information literacy ability over the course of their studies.

Original languageEnglish
Pages (from-to)50-61
Number of pages12
JournalCommunications in Information Literacy
Volume10
Issue number1
DOIs
Publication statusPublished - 2016

Scopus Subject Areas

  • Education
  • Library and Information Sciences

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