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This study tested the influence of instructional elements within an online Open Educational Resource (OER) focused on information literacy (IL) on outcome measures of IL achievement, learner satisfaction and IL self-efficacy among undergraduate students. An online OER was designed to address the domains of access, evaluation and communication of IL guided by the notion of instructional scaffolding and self-regulated learning. Participants were randomly placed into one of six different OER conditions: (a) full version with all instructional elements, (b) lean version, (c) version without tooltip text, (d) version without embedded practice questions, (e) version without learning objectives and (f) version without summaries. There were no significant differences found across the six conditions on the dependent measures. Participants averaged 58% for IL achievement, performing slightly better in the domain of access versus evaluate and communicate. Limitations include a controlled laboratory setting where participants were not necessarily motivated to complete the study tasks at a high level of achievement. Future research can explore more ecologically valid environments where learners might be more motivated, along with more rigorous intervention and assessment construction. This paper includes implications for educators and researchers to explore the established and innovative instructional elements that are natural affordances of an online OER in IL. This paper presents innovative IL instruction that does not require instructor or learner training and evaluates its effectiveness using a sound, replicable methodological approach to isolate the effects of the individual instructional elements. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to propose a framework that serves as a guide to develop a curriculum and instructional strategy that is systems oriented and student-centric. Design/methodology/approach -- The framework is based on the theories in the field of education by prominent researchers. The framework is divided into four sub-systems, input, process, output, and feedback. While the input, process, and output sections discuss basic elements critical in students' learning, the feedback section suggests how the learning environment can be controlled and corrected based on student learning outcomes. Findings -- The paper presents a framework for the student to graduate transformation process in institutions of higher education based on fundamental premise that this process is an ecosystem consisting of several interlinked and interacting sub-systems. A key driver of the transformation process should be a feasible set of expected competencies that the global market place for talent expects of college graduates. These market-valued competencies can be used to define the success of the curriculum, course design, and instructional techniques and determine the sufficiency of the resource allocation by the institution of higher education to specific academic and supporting programs. Originality/value -- The framework that is based on integration of well-grounded theories in the field of education. Thus it adds value to the development of curriculum that is needed by the education institutions to excel and compete in the global and dynamic academic environment. [ABSTRACT FROM AUTHOR]

This paper outlines the attempt by librarians at California State University Channel Islands (CI) to authentically assess the information literacy levels of first-year and third-year students, their partnership with faculty from CI's writing and rhetoric programme in receiving a grant for this endeavour, the creation of a rubric and specialised assignment to facilitate the assessment process and the initial assessment data that came from the three-year grant period. Information gathered during our pilot study suggests that student information literacy proficiency levels can been determined by assessing student writing assignments, and that a targeted rubric is an effective authentic assessment measure in this endeavour. This study is of use to practising librarians as it highlights the efforts of the authors to partner with faculty, not only in assessing student papers, but also in creating a rubric and specialised bibliography assignment that can be used by librarians and faculty at their institutions. [ABSTRACT FROM AUTHOR]