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It traces development from an initial Twitter-based pilot through a multi-layered implementation using thousands of participants per year, anchored across the full workflow in the ACRL Framework for Information Literacy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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University of Maryland Lindsay Taylor Inge, University of Maryland  \nAbstract  \nInformation literacy instruction presents a difficult balance between quantity and quality, particularly for large-scale general education courses. This paper discusses the overhaul of the freshman composition instruction program at the University of Maryland Libraries, focusing on the transition from survey assessments to a student-centered and mixedmethods approach using qualitative reflections, rubrics, and the evaluation of student artifacts. The article discusses the progression from a pilot assessment program using Twitter as a data collection model to the implementation of a robust and multi-layered assessment using both qualitative feedback from students and the evaluation of student artifacts. Each assessment includes detailed collection methods and customized rubrics for evaluation of student responses. While information literacy assessment has been covered extensively in the literature, few articles discuss the use of qualitative student responses on a large scale (4,000 participants per year) . The article also discusses the re-structuring of an assessment program around the ACRL Framework for Information Literacy, which is incorporated throughout the project from the pilot up through the full implementation of the final program.  \nKeywords: information literacy; assessment; ACRL Framework; first year composition  \nGammons, R.W. & Inge, L.T. (2017) . Using the ACRL Framework to develop a studentcentered model for program-level assessment. Communications in Information Literacy, 11(1), 168-184.  \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 BYNC-SA 4 .0) .  \nUsing the ACRL Framework to Develop a Student-Centered Model for Program-Level Assessment  \nIntroduction  \nLarge scale information literacy programming is a constant balance between quality and quantity, requiring partnership with hundreds of sections ofa course, or courses, and enormous human, physical, and fiscal resources. As a result, information literacy instruction programs are often standardized—using the same teaching outline from section to section—and rely on newer, less experienced library instructors with heavy teaching loads to meet demand for instruction. At the University of Maryland (UMD) Libraries, this is best demonstrated in the first-year composition instruction program. Extending as far back as 1995, this program has provided information literacy instruction to 95% of first year composition (ENGL101) sections, leading more than 200 sessions per year for nearly 4,000 students.  \nIn fall of 2014, UMD Libraries’ first-year composition instruction program was beginning to show its age. Lesson plans were based on a script, which had changed little in the 20-year history of the program, and assessment centered on a four-question survey that measured students’ abilities to perform basic skills, such as identifying Boolean operators. In spring 2015, librarians began the process of overhauling the program, starting with the learning outcomes and moving up through assessment. The intent was to shift the focus from a lecture-based format that emphasized search strategies, to an active learning curriculum intended to support the development of higher-level critical thinking skills. Informed by ACRL’s Framework for Information Lite","cbCaieV2Kh09otln","https://ap.wps.com/l/cbCaieV2Kh09otln","pdf",216912,17,"English","# Introduction\n## Program context and instructional constraints\n## Overhauling learning outcomes and teaching approach\n## Assessment challenges and the need for a new strategy\n## Aligning assessment with the ACRL Framework","[{\"question\":\"Why does information literacy programming require balancing quality and quantity?\",\"answer\":\"Large-scale delivery demands partnerships across hundreds of course sections and major human, physical, and fiscal resources, so programs often rely on standardization to meet demand.\"},{\"question\":\"What changed in the University of Maryland first-year composition program during the overhaul?\",\"answer\":\"The program shifted from a lecture and script-based format toward a student-centered, active learning curriculum informed by the ACRL Framework, including new activities for research inquiry, keyword selection, credibility evaluation, and perspective analysis.\"},{\"question\":\"How did the authors address the limitations of traditional assessment methods?\",\"answer\":\"They found pre/post-tests, surveys, and small samples felt passive and not learner-centered, so they created an assessment strategy combining scalable survey collection with the intentionality of qualitative research, supported by rubrics and evaluation of student artifacts.\"}]","Using the ACRL Framework to Develop a Student-Centered Model for Program-Level Assessment - paper | PDF",1792087917,43]