Although information literacy is identified by institutions and higher education agencies as a core competency, guidelines for its effective curricular integration are not often well-articulated. Further, institution- or state-wide assessments of students’ proficiencies in information literacy do not always trickle down to course-level definitions of learning outcomes. In Spring 2012, J. Sargeant Reynolds Community College research librarians and English department faculty developed an extensive collaboration project in an attempt to align course outcomes, available instructional resources, and assessment instruments. The results of the project demonstrate a strong and crucial need for correspondence among disciplines to develop course outcomes, quality instructional resources, and assessments.
Information Literacy @ Reynolds