Assessment Practices for Information Literacy Instruction at Selected University Libraries in Uganda

Assessment of student learning is commonly understood as an objective measurement of learning outcomes, targeting students’ abilities. In information literacy instruction, assessment practices in Ugandan University libraries are seldom documented, and as a result, demonstrating the value of libraries’ information literacy programs to university stakeholders and administrators becomes difficult. This paper examines the current assessment practices for information literacy instruction at selected Ugandan university libraries to improve assessment policies for information literacy. The sociocultural theory of learning was chosen to guide this study because it offers a learning environment where contextualised and authentic assessment can be done. The concepts of collaborative assessment, social interaction and zone of proximal development were important in analysing the research question. Employing a multi-site qualitative case study, data was generated from semi-structured interviews and focus group discussions. Data was analyzed using a thematic approach with the help of a Qualitative Data Analysis Software (Atlas.ti v.22). Findings indicate that the libraries conducted assessment for information literacy mainly using formative methods that included brief questionnaires, analysis of user queries, in-class questions, assignments, demonstrations and librarian role-playing (authentic assessment) which improves students’ level of potential development. Summative assessment methods were occasionally employed through the completion of evaluation forms, analysis of usage statistics and examinations. The findings reveal areas of concern—the optional and non-integrated nature of information literacy provision in universities. This paper concludes that assessment methods were less reliable due to their informal nature, but fairly valid in scenarios where real-life information tasks were given to students to apply the knowledge, understanding and skills that they had learnt. To provide evidence for demonstrating the value of libraries’ information literacy instruction to stakeholders, university libraries should integrate information literacy into the curriculum, ensuring assessment becomes an integral part of information literacy programs. Furthermore, incorporating collaborative and authentic assessment practices that replicate real-life challenges faced in the field is recommended for harnessing assessment.