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dc.contributor.authorBelanger, Jackie
dc.contributor.authorHolmes, Claire
dc.contributor.authorZou, Ning
dc.contributor.authorRushing Mills, Jenny
dc.contributor.authorOakleaf, Megan
dc.date.accessioned2016-12-28T20:51:07Z
dc.date.available2016-12-28T20:51:07Z
dc.date.issued2015
dc.identifier.citationBelanger, J., Zou, N., Mills, J. R., Holmes, C., & Oakleaf, M. (2015). Project RAILS: lessons learned about rubric assessment of information literacy skills. portal: Libraries and the Academy, 15(4), 623-644.en_US
dc.identifier.urihttp://hdl.handle.net/1773/37595
dc.descriptionLink to article on publisher site: https://www.press.jhu.edu/journals/portal_libraries_and_the_academy/portal_pre_print/articles/belanger.pdfen_US
dc.description.abstractRubric assessment of information literacy is an important tool for librarians seeking to show evidence of student learning. The authors, who collaborated on the Rubric Assessment of Informational Literacy Skills (RAILS) research project, draw from their shared experience to present practical recommendations for implementing rubric assessment in a variety of institutional contexts. These recommendations focus on four areas: (1) building successful collaborative relationships, (2) developing assignments, (3) creating and using rubrics, and (4) using assessment results to improve instruction and assessment practices. Recommendations are discussed in detail and include institutional examples of emerging practices that can be adapted for local use.en_US
dc.language.isoen_USen_US
dc.publisherJohns Hopkins University Pressen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Other social sciences::Library and information scienceen_US
dc.subjectAssessmenten_US
dc.titleProject RAILS: Lessons Learned about Collaborative Rubric Assessment of Information Literacy Skillsen_US
dc.typeArticleen_US


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