Directions for Completing the Information Literacy Report

  1. To access electronic versions of the blank and example CLA reports and the rubrics, go to WCC’s assessment website ( by going to WCC’s home webpage > About the college (or from Fidalgo) > Assessment and accreditation > Core learning abilities (then select the CLA for which you are looking)
  2. With your discipline faculty, review the information literacy rubric and its indicators. If desired, adapt descriptions of the indicators to make them more relevant for your discipline and assignments. Do not change the names of the indicators (in the far left-hand column) or the rating scale (across the top row).
  3. For all discipline and program classes that have information literacy mapped to them, select an assignment you are using where students are asked to demonstrate their highest level of information literacy. Assignments may vary among faculty.
  4. For each class, evaluate and tabulate students’ work using the information literacy rubric.
  5. With your discipline and program faculty, complete one information literacy report for your discipline/program aggregating the rubric results from your information literacy-mapped classes.
  6. Email your discipline’s/program’s completed information literacy report with your DIP/PIP reflection report. You do not need to submit the rubrics with your information literacy report.

Updated 08-31-2016

Information Literacy (IL) Report

Date report was submitted / May 22, 2014
Discipline / Anthropology
Course(s) where IL was assessed / Quarter /year assessed / # of students assessed / Teaching and learning activities: For each course, list the most significant teaching and learning activities used by discipline faculty to facilitate the learning of information literacy in their classes. / Names of graded assignments: For each course, list the graded assignment – research paper, editorial, presentation, grant proposal, marketing or business plan, poster, literature review, position paper, exam, lab, project – that assesses IL at its highest level.
ANTH 100 / Fall 2013 / 33 / In-class newspaper evaluation activity, library orientation, computer lab research / Final paper (peoples of the world)
ANTH 140 / Winter 2014 / 26 / Lecture and discussion on types and uses of support, case studies / Project #2 (interpreting an archaeological data set from the Levant)
ANTH 150 / Winter 2014 / 21 / Lecture and discussion on types and uses of support, library orientation / Ethnobotany lab #3
ANTH 160 / Fall 2013 / 33 / Case studies, library orientation, computer lab research / Final paper (ethnography)
Results broken down by IL indicator: Based on the results of your evaluation of student work using the IL rubric, indicate the number of students overall who demonstrated each level of proficiency for each indicator. / Indicator is not assessable in some or all above assignments (NA) – if NA, indicate how many students were not assessed and briefly explain why the indicator is not assessable / Level of proficiency – insert raw numbers only
and assess each indicator separately
Total
Mastery
(4) / Advanced
(3) / Developing
(2) / Beginning
(1) / Pre-beginning
(0)
  1. Identifies information needs
/ 6 / 10 / 33 / 23 / 8 / 80
  1. Accesses information
/ 4 / 6 / 42 / 19 / 9 / 80
  1. Evaluates Information
/ 1 / 3 / 14 / 22 / 41 / 80
  1. Uses information effectively
/ 21 – Indicator was not assessed in ANTH 150 / 0 / 2 / 6 / 22 / 29 / 59
  1. Uses information ethically
/ NA – because assignment(s) did not require students to demonstrate ethical use of information. / NA / NA / NA / NA / NA / NA
Analysis of results: Please (1) identify and report trends, successes, and areas of potential concern, based on your data gathering; (2) use percentages when reporting on the trends, successes, and concerns; (3) take time to describe the trends in student proficiency you see, but may not be evident to an outsider looking at your data. Please be thorough in your descriptions.
  1. Identifies information needs
/ xxx
  1. Accesses information
/ xxx
  1. Evaluates Information
/ xxx
  1. Uses information effectively
/ xxx
  1. Uses information ethically
/ xxx
Next steps to improve student learning in information literacy. / In order to reinforce the skills outlined in indicators 3 and 4, we will develop more formative assessment activities building on these skills because practicing evaluating and using information effectively seems to be the most helpful way to help students improve in these areas. None of our assignments assess indicator 5, yet we all agree it is important, so we will be integrating an ethical component into these and other assignments the next time we teach them.
Faculty who contributed to this report / xxx, xxx, xxx
Suggestions for improving this report or process (if any)