Abstract:
Academic libraries continue to face challenges communicating their value. One dimension of this challenge is in demonstrating how information literacy relates to important measures of student learning, like course grades and motivation. This study documents the development and exploratory pilot testing of the Informed Learning scale—which is intended to produce data for institutional reporting purposes at scale in alignment with contemporary IL theory, specifically Informed Learning. Preliminary findings include small correlations between the Informed Learning scale and course grades and moderate correlations between the scale and student perceptions of their learning climate and self-determined motivation.
