Assessing Learning, Critical Reflection, and Quality Educational Outcomes: The Critical Incident Questionnaire

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dc.rights.license Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) en_US
dc.contributor.author Gilstrap, Donald L.
dc.contributor.author Dupree, Jason
dc.date.accessioned 2018-11-20T15:38:08Z
dc.date.available 2018-11-20T15:38:08Z
dc.date.issued 2008-09
dc.identifier.citation Gilstrap, Donald L. (2008): Assessing Learning, Critical Reflection, and Quality Educational Outcomes: The Critical Incident Questionnaire. College & Research Libraries, 69 (5). en_US
dc.identifier.citation https://crl.acrl.org/index.php/crl/article/view/15956
dc.identifier.uri http://ir.ua.edu/handle/123456789/4960
dc.description.abstract This research study incorporates Brookfield’s Critical Incident Questionnaire (CIQ) as a qualitative instrument to assess the ACRL Information Literacy Competency Standards for Higher Education in one library’s instructional curriculum.A sample (n=348) of English Composition II students was studied over the course of two semesters during a four-session instructional program. A methodological framework of critical reflection, incidents, and events was incorporated, as well as reflection on practice. Results of the study showed the CIQ was effective in supporting qualitative methods for assessment of critical reflection in general and the ACRL Standards specifically during the research and learning process. en_US
dc.format.mimetype application/pdf en_US
dc.rights.uri https://creativecommons.org/licenses/by-nc/4.0/
dc.subject.lcsh Information literacy—Standards—United States en_US
dc.subject.lcsh Information services—User education—Evaluation en_US
dc.title Assessing Learning, Critical Reflection, and Quality Educational Outcomes: The Critical Incident Questionnaire en_US
dc.type text en_US


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