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dc.contributor.authorGilstrap, Donald L.
dc.contributor.authorDupree, Jason
dc.date.accessioned2013-12-04T18:55:00Z
dc.date.available2013-12-04T18:55:00Z
dc.date.issued2008-09
dc.identifier.citationGilstrap, Donald L. and Jason Dupree. 2008. Assessing learning, critical reflection, and quality educational outcomes: the Critical Incident Questionnaire. -- College & Research Libraries, v.69 (5): pp.407-426en_US
dc.identifier.issn0010-0870
dc.identifier.issn2150-6701
dc.identifier.urihttp://hdl.handle.net/10057/6945
dc.identifier.urihttp://crl.acrl.org/content/69/5/407.abstract
dc.descriptionPublished in an open access peer reviewed journal that provides open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
dc.description.abstractThis 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.language.isoen_USen_US
dc.publisherAssociation of College and Research Librariesen_US
dc.titleAssessing learning, critical reflection, and quality educational outcomes: the Critical Incident Questionnaireen_US
dc.typeArticleen_US
dc.description.versionPeer reviewed
dc.rights.holderCopyright 2008 Donald L. Gilstrap, Jason Dupree.


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