Information Literacy Integration as Quality Enhancement of Undergraduate Curriculum

Abstract

Objective: A tiered curriculum integrated information literacy program developed for a Quality Enhancement Plan (QEP) is described in brief. The literature related to curriculum integrated information literacy programs is reviewed. Assessment data is analyzed to show the impact of the program on undergraduate students' abilities to improve information literacy competencies in upper level undergraduate research projects in a variety of disciplines. Methods: Mixed methods are used. Standardized information literacy assessments are used to establish baseline knowledge levels of IL skills of undergraduate students entering [Institution Name] beginning in Fall 2009. A locally developed rubric is used to determine how well IL skills are used in upper level discipline specific research projects through Spring 2014. Surveys and interviews with select students and faculty are used to provide supplementary qualitative perspective on the use of information literacy skills in the research projects. Results: All of the students in this cohort met or exceeded benchmarks specified for the rubric before the plan was implemented. Results suggest a tiered, curriculum integrated information literacy instruction program can effectively lead students to improve information literacy competencies in upper level research projects. Conclusions: University-level information literacy related learning outcomes can be effectively implemented and reached using a tiered curriculum integrated approach. This study provides support for the trend toward curriculum integrated information literacy throughout undergraduate programs.