Information Literacy Student Learning Assessment Archive

The Weinberg Memorial Library has assessed student learning of information literacy knowledge, skills, and dispositions since 2004.

Information literacy assessment from 2004 to 2008 was based on the ACRL Information Literacy Competency Standards for Higher Education and relied on assessments using the multiple-choice question format to measure students’ understanding of information literacy concepts and ideas.

In 2009, the Library created an Action Plan—developed, implemented, and completed between 2009 and 2014—which assessed outcomes related to the way the Library supports student learning at the University through its information literacy instructional services with the goal of moving toward more direct outcomes-based assessment of student learning.

In culmination of the Action Plan, in academic year 2013-2014 the Library developed six Information Literacy Program Learning Outcomes (PLOs) for students who participate in information literacy instruction with a faculty librarian through their courses. These outcomes mapped to both the University’s Institutional Learning Outcomes and to the ACRL Framework for Information Literacy for Higher Education. These Information Literacy PLOs were retired in June 2025, replaced by the Library’s Information Literacy Curriculum Learning Outcomes.

Assessment data by academic year have been archived at the bottom of this page. Assessment data from 2013 to 2025, organized by PLO, can be accessed in the chart below.

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 Total Classroom Activity Reports: 40	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 Total Classroom Activity Reports: 120	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 Total Classroom Activity Reports: 118	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 Total Classroom Activity Reports: 127	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 Total Classroom Activity Reports: 41 Special Note: PLO5 was added to the Information Literacy PLOs in 2016, so Classroom Activity Reports for PLO5 only go back to Fall 2016.	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 Total Classroom Activity Reports: 60	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; retired June 2025

Archived Assessment Data By Year

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Weinberg Memorial Library
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