Campus-wide Information Literacy Assessment: An Opportunity for Library Leadership

Diana K. Wakimoto, Stephanie Alexander, Jeffra Diane Bussmann, Peg Winkelman, Jiansheng Guo


This article reports on an exploratory study of the process for the shared rubric creation in information literacy assessment at the university-level for accreditation purposes. This process can be used as an avenue for librarians to provide leadership and engage faculty in critical campus-wide assessment initiatives. Findings support previous research that showed faculty members perceive room for growth in students’ information literacy competency. Furthermore, findings show faculty members see a connection between information literacy and critical thinking, another core competency. This link can be leveraged for more effective integration of information literacy into curriculum (and instruction) and for more efficient assessment of both competencies through overlaps in assessment rubrics. Librarians can be visible leaders in assessment on campus by addressing faculty concerns and providing resources and services to assist faculty, as well as campus administration, in teaching and assessing information literacy.


information literacy; assessment rubrics; leadership; curriculum; university

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American library Association Texas Digital Library