2008-01-19Konferenzveröffentlichung DOI: 10.18452/1301
Linking Teaching and Learning
A Longitudinal Approach to the Assessment ofInformation Literacy
This paper presents a project of Information Literacy carried out at the University of Parma (Italy). A multi-year Information Literacy programme is offered to a group of students attending the Environmental Sciences degree course. Students’ learning is assessed and measured all along the development of the programme in a longitudinal way and all the learning activities are designed and tailored according to what emerges from the assessment stages. Different assessment methods are adopted: questionnaire, pre/post test, task analysis, citation analysis and interviews. The overall approach of this project is grounded on the principles of evidence-based practice, with a particular attention to the collection of valid and applicable data and a continuous systematic reference to LIS literature. Some preliminary results, related to the first longitudinal cycle (2004-2007) are presented. Students improve, along their study path, in terms of knowledge and skills. Also their attitude towards information develop in direction of increasing awareness and independence.
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