TY - JOUR
T1 - Mapping the Association of College and Research Libraries information literacy framework and nursing professional standards onto an assessment rubric
AU - Willson, Gloria
AU - Angell, Katelyn
N1 - Publisher Copyright:
© 2017, Medical Library Association. All rights reserved.
PY - 2017/4
Y1 - 2017/4
N2 - Objective: The authors developed a rubric for assessing undergraduate nursing research papers for information literacy skills critical to their development as researchers and health professionals. Methods: We developed a rubric mapping six American Nurses Association professional standards onto six related concepts of the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. We used this rubric to evaluate fifty student research papers and assess inter-rater reliability. Results: Students tended to score highest on the “Information Has Value” dimension and lowest on the “Scholarship as Conversation” dimension. However, we found a discrepancy between the grading patterns of the two investigators, with inter-rater reliability being “fair” or “poor” for all six rubric dimensions. Conclusions: The development of a rubric that dually assesses information literacy skills and maps relevant disciplinary competencies holds potential. This study offers a template for a rubric inspired by the ACRL Framework and outside professional standards. However, the overall low inter-rater reliability demands further calibration of the rubric. Following additional norming, this rubric can be used to help students identify the key information literacy competencies that they need in order to succeed as college students and future nurses. These skills include developing an authoritative voice, determining the scope of their information needs, and understanding the ramifications of their information choices.
AB - Objective: The authors developed a rubric for assessing undergraduate nursing research papers for information literacy skills critical to their development as researchers and health professionals. Methods: We developed a rubric mapping six American Nurses Association professional standards onto six related concepts of the Association of College & Research Libraries (ACRL) Framework for Information Literacy for Higher Education. We used this rubric to evaluate fifty student research papers and assess inter-rater reliability. Results: Students tended to score highest on the “Information Has Value” dimension and lowest on the “Scholarship as Conversation” dimension. However, we found a discrepancy between the grading patterns of the two investigators, with inter-rater reliability being “fair” or “poor” for all six rubric dimensions. Conclusions: The development of a rubric that dually assesses information literacy skills and maps relevant disciplinary competencies holds potential. This study offers a template for a rubric inspired by the ACRL Framework and outside professional standards. However, the overall low inter-rater reliability demands further calibration of the rubric. Following additional norming, this rubric can be used to help students identify the key information literacy competencies that they need in order to succeed as college students and future nurses. These skills include developing an authoritative voice, determining the scope of their information needs, and understanding the ramifications of their information choices.
UR - http://www.scopus.com/inward/record.url?scp=85017276806&partnerID=8YFLogxK
U2 - 10.5195/jmla.2017.39
DO - 10.5195/jmla.2017.39
M3 - Article
C2 - 28377678
AN - SCOPUS:85017276806
SN - 1536-5050
VL - 105
SP - 150
EP - 154
JO - Journal of the Medical Library Association
JF - Journal of the Medical Library Association
IS - 2
ER -