Skip to Main Content

Assessment (HC)

Our Plan

Four-Year Plan for Instruction Goals 

Overview: The Library aims to promote and support students’ development across a range of skills encompassed by what scholars variously call “information literacy,” “metaliteracy,” or “transliteracy.” Common to each of these concepts is the understanding that students and other library patrons, in order to be active, critical users and finders of information, must possess the following skills:

  • the ability to determine when and how much information is needed for any given project;
  • the knowledge of where to find that information, how best to use a given resource, and what the strengths and limitations of each information source are;
  • the ability to evaluate critically the information that they find and to use that information effectively and efficiently within their own work—including the ability to cite and reuse information accurately and ethically;
  • the ability to manage, store, retrieve, and manipulate information found through searching;
  • the understanding of how format and environment shape information across various media, including visual, archival, new-media, multimedia, and transmedia resources in both digital and analog formats.


Four-year Learning Goals:

First Year

  • Becoming a critical user of information

Second Year

  • Building analytical and research skills, while learning about disciplinary methods

Third Year

  • Exploring fields of study while laying the groundwork for the senior capstone project

Fourth Year

  • Deepening knowledge in chosen disciplines and doing independent research for a capstone project


Assessment Overview:  The Library measures instructional effectiveness by gathering feedback from students—via evaluations handed out at the end of class or after individual meetings—and assessing it based on the goals and expectations embedded in the Library’s mission statement and enumerated in the Library’s stated goals for instruction for all four years of undergraduate instruction. Students highlight important concepts that they learned in instruction sessions as well as those that need to be added in the future. Bibliographers also work closely with faculty members in planning assignments and gather feedback from those individuals after sessions.

See the full plan for further information: