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...
| Institution: | University of New England |
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| 主要な著者: | , , |
| 出版事項: |
Journal of University Teaching & Learning Practice v.20 n.1 https://doi.org/10.53761/1.20.01.10
2023
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| 主題: | |
| オンライン･アクセス: | https://doi.org/10.53761/1.20.01.10 |
