Making a Difference? Assessment of Information Literacy at Linköping University Library
Christina Brage, Eva Sofia Svensson
Information literacy, the ability to identify, assess, retrieve, evaluate, adapt, organize and communicate information within an iterative context of review and reflection, has been recognized as a critical competency both at universities and in professional work. In higher education information literacy instruction is now being integrated into the academic curriculum and is also now being assessed like other subjects.
This paper summarize and discuss how information literacy skills are assessed by librarians and faculty together in two different educational programs at Linköping University and the outcomes of such efforts.
The similarities between the two programs, although different approaches, is the importance of tying information literacy assessment methods to leaning outcomes and to prepare students for future professional life.