Formative Assessment: Identifying and Supporting Student Success in Information Literacy Processes
The Every Student Succeeds Act (2016) requires that teachers teach using evidence-based, and scientifically-researched teaching practices. With this, pre-service teachers at undergraduate institutions must learn how to find, evaluate and compare the results they find, and then determine how to implement such practices with fidelity. All Messiah College students pursuing any sort of teacher certification spend significant time in one upper level course to address finding and evaluating evidence-based practices. Instructors of that course co-teach a unit through three in-class workshops with their Education Librarian. This study examined relationships between students' perceptions and experiences with information literacy, their information literacy behaviors, and self-efficacy about finding evidence-based practices. Students completed pre and post surveys and recorded screencasts as part of the assignment to verbalize their thinking and demonstrate research behaviors, which created opportunities for immediate librarian supplemental intervention as needed. The screencast recordings also provided student feedback that allowed for refinement of future upper-level, discipline specific information literacy instruction sessions. Results demonstrated that early information literacy experiences from high school and their early undergraduate years are a strong predictor of self-efficacy and higher performance later in the discipline-specific tasks of finding, evaluating and writing about evidence-based teaching practices.
Burchard, Melinda S. Ph.D. and Myers, Sarah, "Formative Assessment: Identifying and Supporting Student Success in Information Literacy Processes" (2019). Library Staff Presentations & Publications. 17.
Presented at ALA Annual Conference, summer 2019, Washington, D.C.