Measuring the outcomes of information literacy: Perception vs evidence-based data

Abstract

This paper emphasizes the significance of using evidence-based data (EBD) in measuring the outcomes of Information Literacy programs. The paper highlights the differences between data collected from evidence which is based on the actual performance of individuals who have gone through IL programs, as opposed to just perception-based data (PBD) which is predicated primarily on opinions (whether laymen or experts). The author contends that the outcomes of IL programs can be better measured based on the tangible performance of individuals who have completed an IL program, rather than by the perceptions of students or librarians. Evidence-based data are particularly useful for managers because they provide concrete evidences about specific areas of strengths and weaknesses that need improvement, and/or are otherwise valuable in planning and implementing IL programs in general.