Information Literacy Assessment: A Review of Objective and Interpretive Measures

UNSPECIFIED Information Literacy Assessment: A Review of Objective and Interpretive Measures., 2008 [Conference proceedings]

WarningThere is a more recent version of this item available.
2008 SITE.pdf

Download (90kB) | Preview

English abstract

Information literacy has been recognized as a critical skill by professional associations and regional accrediting bodies. Consequently, institutions are increasingly integrating information literacy instruction into the academic curriculum, in turn creating the need to assess instructional impact. However, information literacy is a relatively new concept and credible assessment tools are only now forthcoming. This paper summarizes several information literacy assessment tools recent to the market, including three instruments that measure cognitive knowledge of information literacy skills at the general education level and a test that measures knowledge of information sources and structures pertinent to the field of education. Information literacy has roots in library instruction and two techniques derived from bibliometrics, a library and information science research method, are also presented.

Item type: Conference proceedings
Keywords: information literacy, assessment, review
Subjects: B. Information use and sociology of information
Depositing user: Penny Beile
Date deposited: 03 Jul 2011
Last modified: 02 Oct 2014 12:19

Available Versions of this Item


"SEEK" links will first look for possible matches inside E-LIS and query Google Scholar if no results are found.


American Association for Higher Education. (2005). 9 principles of good practice for assessing student learning

(Online). Retrieved January 10, 2005 from

American Association of School Librarians & Association for Educational

Communications and Technology (1998). Information literacy standards for student learning. Chicago, IL:

American Library Association.

Association of College and Research Libraries, Task Force on Information Literacy

Competency Standards in Higher Education (2000). Information literacy

competency standards for higher education (Online). Retrieved June 8, 2005, from

Beile, P. M. (2005, April). Development and validation of a standards-based instrument for assessing pre-service

teachers’ information literacy levels. Paper presented at the annual meeting of the American Educational Research

Association, Montreal, CN.

Beile, P. M., Boote, D. N., & Killingsworth, E. K. (2003, April). Characteristics of education doctoral dissertation

references: Results of an analysis of dissertation citations from three institutions. Paper presented at the annual

meeting of the American Educational Research Association, Chicago, IL.

Boote, D. N. & Beile, P. (2005). Scholars before researchers: On the centrality of the

dissertation literature review in research preparation. Educational Researcher, 34(6), 3-15.

Bruce, C. (2002). Information literacy as a catalyst for change: White Paper prepared for UNESCO, the U.S.

National Commission on Libraries and Information Science, and the National Forum on Information Literacy, for

use at the Information Literacy Meeting of Experts, Prague, The Czech Republic. Retrieved March 01, 2006, from

Educational Testing Service. (2004). ICT literacy (Online). Retrieved February 25,

2005, from:

Hart, C. (1999). Doing a literature review: Releasing the social science research imagination. London: SAGE


Haycock, L. A. (2004). Citation analysis of education dissertations for collection development. Library Resources

& Technical Services, 48(2): 102-6

Hernon, P. & Dugan, R. E. (2004). Outcomes assessment in higher education: Views and perspectives. Westport,

Conn.: Libraries Unlimited.

International Society for Technology in Education (2000). National educational

technology standards for teachers (Online). Retrieved July 19, 2004, from:

Jackman, L. W. (1997). Information literacy: An issue of equity for the new majority student. (Doctoral

dissertation, Lesley University, 1997). Dissertation Abstracts International, 60/06, 1933.

Kennedy, M. M. (1997). The connection between research and practice. Educational

Researcher, 26(7), 4-12.

Kohl, D. F. & Wilson, L. A. (1986). Effectiveness of course-integrated bibliographic instruction in improving

coursework. RQ, 26, 206-211.

Lopez, C. L. (2002). Assessment of student learning: Challenges and strategies. Journal of Academic

Librarianship, 28(6): 356-367.

Maki, P. (2002). Developing an assessment plan to learn about student learning. The Journal of Academic

Librarianship, 28(1/2), 8-13.

Middle States Commission on Higher Education. (2002). Characteristics of

excellence in higher education: Eligibility requirements and standards for accreditation. Philadelphia, PA: Middle

States Commission on Higher Education.

National Council for Accreditation of Teacher Education (2002). Professional

standards for accreditation of schools, colleges, and departments of education (Online). Retrieved June 3, 2005,


New England Association of Schools and Colleges. (2001). Standards for accreditation

(Online). Retrieved June 30, 2005, from

Northwest Association of Schools, Colleges, and Universities. (2003). Accreditation

standards (Online). Retrieved June 30, 2005, from

Pew Internet & American Life Project. (2005). Search engine users: Internet

searchers are confident, satisfied, and trusting – but they are also unaware and naïve. Retrieved June 27, 2005,


Project SAILS (2001) Project SAILS: Project for the standardized assessment of

information literacy skills. Retrieved March 5, 2004, from

Shapiro, J. J. & Hughes, S. K. (1996). Information as a liberal art. Educom Review,

31(2), 31-36.

United Nations Educational, Scientific, Cultural Organization. (2005) Communication and Information Activities.

Retrieved March 15, 2006, from:



Downloads per month over past year

Actions (login required)

View Item View Item