A rubric approach to assessing information literacy competency in tertiary curricula.

Systematic analysis of undergraduate curriculum design and assessment is required to ensure real world experiences are embedded in a degree structure for a high level of information literacy (IL) attainment. IL competencies and skills are critical for successful graduate outcomes. We developed a fra...

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Détails bibliographiques

Institution:	University of New England
Auteurs principaux:	Burns, Adrienne, Lobry de Bruyn, Lisa, Wilson, Susan C.
Publié:	Journal of University Teaching & Learning Practice v.20 n.1 https://doi.org/10.53761/1.20.01.10 2023
Sujets:	Information literacy Rubrics Information skills Student assessment Literacy education Literacy STEM education Curriculum mapping Outcomes of education SOLO taxonomy Higher education Australia
Accès en ligne:	https://doi.org/10.53761/1.20.01.10