LibGuides: Library Educational Services: IL Assessment

Why we do assessment

Assessing students' Information Literacy skills at the individual class level is important for three primary reasons:

It allows you to improve your skills as a teacher.
You can see if students' are "getting" the concepts you are teaching.
Class-level assessment can feed into programmatic assessment. This is vital for a programmatic approach to IL as well as demonstrating the impact of library educational services.

Oakleaf, M. (2009). The Information Literacy Instruction Assessment Cycle. Journal of Documentation, 65 (4): 539-560.
ABSTRACT: The aim of this paper is to present the Information Literacy Instruction Assessment Cycle (ILIAC), to describe the seven stages of the ILIAC, and to offer an extended example that demonstrates how the ILIAC increases librarian instruction abilities and improves student information literacy skills.
Petr, J. and Monroe-Gulick, A. (2011). Listening to Students: A User-Centered Assessment of Incoming Graduate Students' Research Skills. Philadelphia: PA, ACRL Conference, 313-320.
ABSTRACT: Providing an appropriate level of library instruction and support for new graduate students should be based upon data that identifies incoming strengths and deficiencies. This paper presents the results of a pilot project designed to gather information on how incoming graduate students in the social sciences at the University of Kansas (KU) conceptualize and implement the research process at the start of their graduate careers.