Integrating Information Literacy and Academic Writing: Developing a Self-Assessment Scale of Information-Based Academic Writing

Abstract

This paper presents the development and validation of a self-assessment scale integrating information literacy and academic writing, based on a conceptual model of information-based academic writing. Statistical analyses provided validity evidence, supporting its interpretation and use. The analysis also confirmed the cognitive, metacognitive, social, and emotional nature of information-based academic writing. Based on the development of this scale, I argued that (1) this scale communicates the shared learning and teaching goals among academic librarians, writing instructors, and content experts; (2) an integrated assessment tool could maximize the efficient use of resources; (3) encompassing the often-overlooked social and emotional dimensions in the scale could facilitate the holistic development of academic writing and information literacy. This study demonstrates the process of developing an assessment instrument, which can be an example for instructors of information literacy and academic writing to design their localized instruments.