Entering cognition: Information literacy assessment experiment in the first year history course

Entering Cognition presents attempt of assessing the impact of the Information Literacy’s presence in the First year history course, on students’ thinking, understanding and learning. The presentation focuses on four assessment assignments, explaining the planed purpose and level of the assessment; used rubrics and sample assignments. Looking, too, into the lessons learned, and not finalized assessment plan number four (valuable for the planned joint faculty/librarian rubric based on the Framework for Information Literacy), Entering cognition aims to provide a real event experience and challenges, and open a poll for questions and suggestions for the potential phase 2 of the project.