Information Literacy and Adult Learners: Using Authentic Assessment to Determine Skill Gaps

Citation data:

Adult Learning, ISSN: 1045-1595, Vol: 26, Issue: 4, Page: 135-142

Publication Year:
2015
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Repository URL:
https://dsc.duq.edu/library-scholarship/7; https://ddc.duq.edu/library-scholarship/7
DOI:
10.1177/1045159515594155
Author(s):
Rapchak, Marcia E.; Lewis, Leslie A.; Motyka, Julie K.; Balmert, Margaret
Publisher(s):
SAGE Publications
Tags:
information literacy; annotated bibliographies; rubrics; assessment; higher education
article description
Information literacy (IL) skills are essential for adult learners in higher education, especially those unfamiliar with information systems. Citing a lack of literature assessing such skills in adult learners, this article examines the IL abilities of adult learners in an information literacy course. Using a rubric and annotated bibliographies from study participants, the authors rank the IL abilities of adult students. Similar to studies assessing IL skills in traditional undergraduates, the authors found adult students struggled to articulate their evaluations of sources. The authors make recommendations for improving IL instruction for adults and suggest future research.