Information Literacy

RVCC Information Literacy Assessment

  • The Information LiteracyAssessment is an online course in Blackboard.
  • The Library Director adds all incoming students into the information literacy assessment.
  • It does not affect GPA or appear on official transcripts.
  • The quiz is a 29 question multiple choice quiz on basic research skills. Scores are available immediately, as is feedback for the students.
  • In the course, all one needs to do is click on the "take the test" menu item. There is the TILT tutorial available as well in Blackboard for your review of college level research. The TILT tutorial reviews what you need to know to successfully take the Information literacy Assessment.
  • The test can be retaken if necessary.
  • If you have any questions, please contact the library at jallen@ccsnh.edu

Who has to take it? All students entering River Valley Community College are encouraged to take the assessment.

How is it assessed? Students take an online assessment through the college's Blackboard course management system. The test is available on an ongoing basis. The test will be available 24 hours a day and is accessible from anywhere you can log into your Blackboard account. The assessment tests students on their understanding of the concepts embodied in information literacy. The test is 28 questions long, is mostly in multiple-choice format, and requires students to visit websites, evaluate resources, and use analytical skills to answer questions.

How difficult is the test? The test is designed to ensure that all students meet a common, basic level of competency in information literacy. There is an information literacy tutorial called “TILT” available in Blackboard as well as on the college’s website. The questions that students seem to have the most trouble with are the ones that ask them to look at and evaluate resources like books or websites. So being observant and taking your time will help you do better.

How do I know my score? When you finish the test, you will see a message along these lines: "You answered 26 out of 29 questions correctly."

Image result for acrl framework

ACRL IL Framework

From The Association of College and Research Libraries Framework for Information Literacy for Higher Education

This Framework for Information Literacy for Higher Education (Framework) grows out of a belief that information literacy as an educational reform movement will realize its potential only through a richer, more complex set of core ideas. During the fifteen years since the publication of the Information Literacy Competency Standards for Higher Education,1 academic librarians and their partners in higher education associations have developed learning outcomes, tools, and resources that some institutions have deployed to infuse information literacy concepts and skills into their curricula.

The Frameworkis organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The six concepts that anchor the frames are presented alphabetically:

  1. Authority Is Constructed and Contextual
  2. Information Creation as a Process
  3. Information Has Value
  4. Research as Inquiry
  5. Scholarship as Conversation
  6. Searching as Strategic Exploration
  7. ACRL Framework Handout for Faculty

To the Faculty:

Recent qualitative research indicates that students:

  • Have difficulty formulating a research question
  •  Do not make effective and efficient use of their time
  • Are not aware of the wide variety of information choices and formats available to them
  • Do not systematically and critically evaluate the sources they do find
  • Tend to use web-based electronic information sources found through search engines over other formats
  • Place more value on current electronic information sources than on more in-depth discussions often found in books or journal articles

The following comptencies derived from these standards serve as outcomes for the RVCC Library Instruction Program:

Level

Information Literacy Competencies

First Year

  • Develops successful research strategies
  • Explores general information sources to increase familiarity with the topic
  • Identifies keywords, synonyms and related terms
  • Identifies a variety of types and formats of potential sources for information including books, websites, journals, magazines, and newspapers
  • Distinguishes between scholarly and popular sources

Second Year

  • Identifies and uses sources related to their major area of study including electronic databases, reference books, and core journals
  • Implements the search strategy adapting to various information retrieval systems using different user interfaces and search engines, with different command languages, protocols, and search parameters
  • Implements the search using investigative protocols appropriate to the discipline
  • Evaluate sources using a specific set of criteria

 

 

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(603) 542-7744
rivervalley@ccsnh.edu
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Claremont, NH 03743

 

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