This week’s Spotlight on Scholarship features Megan Oakleaf’s article “A Roadmap for Assessing Student Learning Using the New Framework for Information Literacy for Higher Education” [paywall, pre-print openly available here (PDF)], published in The Journal of Academic Librarianship in Volume 40, Issue 5, September 2014, pp. 510-514.
This article puts the (now formally adopted) Framework in conversation with outcomes-based assessment, with the goal of offering a “roadmap” for assessing student learning in ways compatible with a threshold concepts approach to information literacy. To do this, Oakleaf first analyzes the relationship between threshold concept theory as it is represented in the literature, and assessment theory and practice; based on this analysis she argues threshold concepts–and conceptual learning more generally–can be incorporated authentically into information literacy assessment processes and practices. Oakleaf then provides a series of ten steps the instruction librarian can follow to incorporate the Framework into outcomes-based information literacy assessment. This article is a valuable primer on outcomes-based assessment, and articulates how this important practice can thrive in an instructional context that is directly informed and shaped by the Framework.
Megan Oakleaf is an Associate Professor in the iSchool at Syracuse University. Prior to this position, she served as Librarian for Instruction and Undergraduate Research at NC State University and a teacher in Ohio public schools.
The “Framework Spotlight on Scholarship” column is a weekly post series highlighting scholarship that uses, builds on, critiques, or responds to the Framework for Information Literacy for Higher Education.