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 |
|---|---|
| Principais autores: | , , |
| Publicado em: |
Journal of University Teaching & Learning Practice v.20 n.1 https://doi.org/10.53761/1.20.01.10
2023
|
| Assuntos: | |
| Acesso em linha: | https://doi.org/10.53761/1.20.01.10 |
