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Article 2: Using rubrics to assess information literacy

In January 2000, the Association of College and Research Libraries (ACRL) established a set of standards for information literacy along with performance indicators and outcomes by which to measure attainment of the standards. This article’s thesis is stated in the proposal that there are several advantages of using a grading rubric to assess information literacy; 1. The learning objectives of library instruction are easily adapted to the literacy standards, 2. The rubric fits the library environment and is flexible to meet changes in that environment, 3. It provides clear measures of learning and states them at the outset of learning. The article reports the results of a study of the impact of using grading rubrics to assess a written learning outcome of information competency in a specific course for college freshman. The establishment of the course learning objectives and the grading rubrics was based on the literacy standards of the ACRL. The study results confirm a positive impact on outcomes by using grading rubrics based on literacy standards. Additionally, some aspects of the instruction were shown to be deficient in this study, and by reviewing this evaluative tool in this manner some improvements in the course were implemented later.
Using rubrics also leads to a more objective measure of students’ success in achieving the goals of the literacy standards. Instructors are also able to determine if the learning environment has any impact on the students’ learning. Further, the grading rubric can measure a specific outcome, such as happened in this study. It was desired to know if students valued scholarly sources over web sites, and that outcome was measured and assessed as a result of the rubric being used. It is seen that very specific goals can be achieved by use of rubrics to assess literacy.
The article emphasizes the need to formulate course objectives properly and inform students at the outset of those learning objectives. Another key finding was that it is very important to use authentic methods of evaluation, rather than episodic or self-reported methods. Authentic evaluations give real measures and are not subject to bias, wishful thinking or the students reporting what they might think is a desired evaluation.
The author uses the results of this study to encourage librarians to engage faculty in acceptance of the ACRL’s literacy standards. The results definitely reveal value in using rubrics to measure literacy outcomes in library instruction courses.

Article Citation: Knight, Lorrie A.. “Using rubrics to assess information literacy.” Reference Services Review 31.1 (2006): 43-55.