Information Literacy Assessment

Information Literacy Assessment

For 2017-2018, the Weinberg Memorial Library is assessing the following six learning outcomes, with a focus on Outcomes 1 and 2. These outcomes map to the ACRL Framework for Information Literacy for Higher Education. (Link to a PDF of how they map to the Framework). 

Assessment data for past academic years are archived at the bottom of this page. Additional information about the Library's Information Literacy Program can be found on the Information Literacy home page.

Institutional Learning Outcomes * WML Information Literacy Program SLOs ** ACRL Framework for Information Literacy for Higher Education (frames)
Develop and use the intellectual and practical competencies that are the foundation of personal and professional development and lifelong learning including oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and technological competency and information literacy. SLO1: Students will investigate differing viewpoints that they encounter in their strategic exploration of topics in order to be able to develop their own informed arguments or hypotheses. Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
Exhibit broad knowledge of the human condition, understanding the world in its physical and natural aspects, as well as the philosophical and theological basis for modern thought, faith and belief. SLO2: Students will gain insight and understanding about diverse sources of information in order to evaluate and use resources appropriately for their information needs. Authority Is Constructed and Contextual
Information Creation as a Process
Scholarship as Conversation
Demonstrate competence in their chosen field of study, using the knowledge and ability to address the most significant questions, and advancing towards positions of leadership. SLO3: Students will identify the appropriate level of scholarship among publication types (scholarly journals, trade publications, magazines, websites, etc.) in order to critically evaluate the usefulness of the information for their research need. Authority Is Constructed and Contextual
Information Creation as a Process
SLO4: Students will articulate the key elements in their research questions in order to develop and execute a search strategy. Research as Inquiry
Searching as Strategic Exploration
SLO5: Students will share ideas responsibly in a variety of formats and contexts in order to recognize themselves as knowledge creators. Information Creation as a Process
Information Has Value
Scholarship as Conversation
Employ their knowledge and intellect to address situations in a way that demonstrates a devotion to the spiritual and corporal welfare of other human beings and by a special commitment to the pursuit of social justice and the common good of the entire human community. SLO6: Students will properly distinguish between their own ideas and the intellectual property of others in order to ethically use information and demonstrate academic integrity. Information Has Value
Scholarship as Conversation

* Approved by the President’s Cabinet Spring 2014
** Endorsed by the Library faculty June 2014; revised November 2015; updated May 2016

Previous Assessment Reports

Information Literacy Assessment 2016-2017
Information Literacy Assessment 2015-2016
Information Literacy Assessment 2014-2015
Information Literacy Assessment 2013-2014
Information Literacy Action Plan 2009 - 2014
Information Literacy Assessment 2007-2008
Information Literacy Assessment 2006-2007
Information Literacy Assessment 2005-2006
Information Literacy Assessment 2004-2005