This article considers six questions relevant to the assessment challenges librarians face in coming years: (1) How committed are librarians to student learning? (2) What do librarians want students to learn? (3) How do librarians document student learning? (4) How committed are librarians to their own learning? (5) What do librarians need to learn? (6) How can librarians document their own learning?
Library assessment has found a new audience in librarians and library administrators seeking guides for steering libraries into the new century. Measurement, evaluation, assessment – these are all terms that describe taking stock of libraries, from services to collections, from small scale studies to mammoth surveys.
This essay emphasizes some of the work the Association of Research Libraries and its partners have supported over the past decade and places ARL developments in the larger context of assessment activities across the profession and around the globe.
Information literacy is a popular and widely-written about topic in the literature of library information science, and is widely identified as an essential competency for college students. Nevertheless, recent research indicates that students largely lack the competencies associated with information literacy and that many colleges and universities are not moving beyond one-shot, course-level library instruction sessions to integrate information literacy into their curricula at the program and institutional levels.
This paper describes the pilot project of library research instruction introduced at Lake Forest College. The project focuses on faculty-centered library research instruction whereby faculty in the Department of Education and instruction librarians design library experiences that are integrated into required course assignments.