Information Literacy Assessment

Abstract

The objective of this review is to present and evaluate the literature on the methods and practices of information literacy (IL) assessment in the academic environment. The research concentrates on the two categories of IL assessment: objective or test-based assessment and perception-based assessment. The rationale and objectives of IL assessment are examined. The paper also addresses a number of main IL standards and frameworks. There is a discussion of numerous IL assessment tools and instruments that are enumerated in a variety of literature. The reliability and validity of these measurements, which are discussed in the literature, will also be determined. This article annotates 45 English-language periodical and peer-reviewed articles, reports, and IL standards and framework which highlight information literacy and information literacy assessment. The periodical and peer-reviewed articles were selected from ERIC, ProQuest Education Collection, EBSCO’s Academic Search Ultimate and EBSCO Education Source. Each IL assessment tool and instrument has its advantages. To design the most suitable type of IL assessment tool, it is highly depended on the institutional IL objectives and the ability to balance between the objectives and the resources capability of the institution. The best IL instrument must indicate its reliability and validity of the instrument. Information in this article is primary of use and reference of academic librarians, educators and researchers. Literature discussed in this article may also be used as reference for future practice and research.