Information Literacy Assessment

Information Literacy Assessment Plan

The Weinberg Memorial Library’s Information Literacy Program has developed the following six Program Learning Outcomes (PLOs) for students who participate in information literacy instruction with a faculty librarian through their courses. 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 organized by PLO can be accessed in the chart below. 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 (ILOs) * Information Literacy Program Learning Outcomes (PLOs) ** ACRL Framework for Information Literacy for Higher Education
Upon completion of their program of study, students will be able to: Through engagement with information literacy instruction by a faculty librarian, students will: Information Literacy Frames:
ILO1: 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. PLO1: 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.

Assessment Data for PLO1

Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
ILO2: 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. PLO2: Gain insight and understanding about diverse sources of information in order to evaluate and use resources appropriately for their information needs.

Assessment Data for PLO2

Authority Is Constructed and Contextual
Information Creation as a Process
Scholarship as Conversation
ILO3: 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. PLO3: 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.

Assessment Data for PLO3

Authority Is Constructed and Contextual
Information Creation as a Process
PLO4: Articulate the key elements in their research questions in order to develop and execute a search strategy.

Assessment Data for PLO4

Research as Inquiry
Searching as Strategic Exploration
PLO5: Share ideas responsibly in a variety of formats and contexts in order to recognize themselves as knowledge creators.

Assessment Data for PLO5

Information Creation as a Process
Information Has Value
Scholarship as Conversation
ILO4: 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. PLO6: Properly distinguish between their own ideas and the intellectual property of others in order to ethically use information and demonstrate academic integrity.

Assessment Data for PLO6

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 and August 2018

Assessment Data By Year

Information Literacy Assessment 2017-2018
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 2004-2008