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Following a literature review, it describes a tiered integration model that prioritizes information literacy experiences in lower general education and later reinforces them in disciplinary contexts. Assessment used standardized tests and surveys plus locally designed rubrics. The case study demonstrates alignment with regional and national expectations while remaining adaptable to local needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/integrate-and-assess-information-literacy-as-quality-enhancement-of-undergraduate-curriculum/598856/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/integrate-and-assess-information-literacy-as-quality-enhancement-of-undergraduate-curriculum/598856.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the QEP described in the article?","Question",{"text":112,"@type":113},"To improve undergraduate information literacy competence by integrating IL into the curriculum and aligning it with institutional goals and standards through a structured assessment process.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the institution integrate information literacy across the undergraduate curriculum?",{"text":117,"@type":113},"It used a tiered approach: engaging students with significant IL experiences first in lower general education, then extending and embedding those skills at the upper level in disciplinary contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of assessment tools were used to evaluate the plan?",{"text":121,"@type":113},"The plan combined widely used standardized tests and surveys with locally developed rubrics and surveys to measure outcomes and learning improvement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598856,1792295561,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Integrate and Assess: Information Literacy as Quality Enhancement of Undergraduate Curriculum  \nPhilip A. Smith, East Tennessee State University  \nAbstract  \nThis article is an account of how one small liberal arts university undertook a large scale curriculum integration and assessment project under the auspices ofa Quality Enhancement Plan (QEP). After a review of relevant literature, the integration and assessment process is outlined, and the assessment data is analyzed and discussed. The integration used a tiered approach, attempting to engage students with significant IL experiences first at the lower general education level, then subsequently at the upper level in their disciplinary context. Assessment tools include widely used standardized tests and surveys as well as locally developed rubrics and surveys. While the plan satisfied the reaccreditation requirements, this is a case study and not a template; many factors would make it difficult to generalize the assessment results. More useful to IL advocates and other institutions may be the overall approach of this QEP, which aimed to be thorough enough to align with regional and national standards yet flexible enough to meet local needs.  \nKeywords: information literacy; curriculum integration; embedded instruction; assessment; Quality Enhancement Plans; QEP; private college  \nSmith, P.A. Integrate and assess: Information literacy integration as quality enhancement of undergraduate curriculum. Communications in Information Literacy, 10(2), 214-244.  \nCopyright for articles published in Communications in Information Literacy is retained by the author(s). Author(s) also extend to Communications in Information Literacy the right to redistribute this article via other scholarly resources and bibliographic databases. This extension allows the authors' copyrighted content to be included in some databases that are distributed and maintained by for-profit companies. All other rights of redistribution are licensed by Communications in Information Literacy under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4 .0) .  \nIntegrate and Assess: Information Literacy as Quality Enhancement of Undergraduate Curriculum  \nIntroduction  \nIn most institutions information literacy (IL) has moved from bibliographic instruction and the one-shot to a more central place in the curriculum. As colleges and universities are held more accountable for the content and quality of their core curriculum and general education outcomes, the skills, competencies, learning outcomes, and standards associated with information literacy become part of conversations with faculty and administrators across campus. While the future can never be predicted, one thing seems certain: college graduates need to know how to think fluidly and critically about, with, and through information using continually evolving information technologies. This has always been central to the mission of IL programs, and advocates are ideally placed to connect faculty to the considerable research and practical applications developed by the IL community (first around the ACRL Information Literacy Standards, more recently the Framework for Information Literacy) . Faculty desire IL savvy students and administrators are keen to show accreditors how information literacy instruction improves student learning. IL advocates can satisfy these demands and produce both curriculum integration and assessment strategies that positively affect the information literacy of their students.  \nThis article relates one institution’s large scale curriculum integration and assessment project under the auspices ofa Quality Enhancement Plan (QEP). A QEP “focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution”(SACS, p.7). Institutions develop their own QEP topics and IL has been viewed by many as a timely and suitable topic (Harris, 2013) . Lincoln Memorial ","cbCaibVXUzkRQglt","https://ap.wps.com/l/cbCaibVXUzkRQglt","pdf",409057,31,"English","# Introduction\n# Literature Review\n## Curriculum integration\n## Assessment and evidence\n# Case study design\n## Tiered integration approach\n## Assessment tools and instruments\n# Analysis and discussion\n## Generalizability and implications\n# Conclusion","[{\"question\":\"What is the main purpose of the QEP described in the article?\",\"answer\":\"To improve undergraduate information literacy competence by integrating IL into the curriculum and aligning it with institutional goals and standards through a structured assessment process.\"},{\"question\":\"How did the institution integrate information literacy across the undergraduate curriculum?\",\"answer\":\"It used a tiered approach: engaging students with significant IL experiences first in lower general education, then extending and embedding those skills at the upper level in disciplinary contexts.\"},{\"question\":\"What kinds of assessment tools were used to evaluate the plan?\",\"answer\":\"The plan combined widely used standardized tests and surveys with locally developed rubrics and surveys to measure outcomes and learning improvement.\"}]","Integrate and Assess - Information Literacy as Quality Enhancement of Undergraduate Curriculum | PDF",1792087725,78]