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Visual Thinking Strategies (VTS) and The Framework for Information Literacy: Pre- and Post- Surveys

Research to see how VTS influences student confidence in scholarly discourse.


We used a version of this survey from Carnegie Mellon University's Eberly Center for Teaching Excellence & Educational Innovation. The survey was originally used for Dudley Reynolds's Art History Assessment course to assess students' motivation, confidence, and goals for writing. This made a great starting point for the information Alexandra & Kayla were looking for to assess both VTS and Framework goals.