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Information Literacy Interest Group: Assessment


This tab serves as a repository for information related to assessment of information literacy instruction. Assessment should identify whether or not the stated learning objectives are being met. It should be both quantitative and qualitative. Input from the professor should be sought as applicable. If possible, annual peer reviews from fellow instruction librarians should also be conducted. 



Belanger, J., Zou, N., Mills, J. R., Holmes, C., & Oakleaf, M. (2015). Project RAILS: Lessons learned about rubric assessment of information literacy skills. portal: Libraries and the Academy, 15(4), 623–644.

Catalano, A. (2015). The effect of a situated learning environment in a distance education information literacy courseJournal of Academic Librarianship, 41(5), 653-659.

Holliday, W., Dance, B., Davis, E., Fagerheim, B., Hedrich, A., Lundstrom, K., & Martin, P. (2015). An information literacy snapshot: Authentic assessment across the curriculumCollege & Research Libraries, 76(2), 170–187.

Oakleaf, M. (2014). A roadmap for assessing student learning using the new framework for information literacy for higher educationThe Journal of Academic Librarianship, 40(5), 510-514.​ 

Tewell, E.C., & Angell, K. (2015). Far from a trivial pursuit: Assessing the effectiveness of games in information literacy instruction. Evidence Based Library and Information Practice, 10(1), 20–33.

Turnbow, D., & Zeidman-Karpinski, A. (2016). Don’t use a hammer when you need a screwdriver: How to use the right tools to create assessment that mattersCommunications In Information Literacy, 10(2).



Bowles-Terry, M., & Kvenild, C. (2015). Classroom assessment techniques for librarians. Chicago, Illinois: Association of College and Research Libraries.

Additional Resources

Assessment Tools & Techniques

Online Tools

Assessment by Framework

Information Literacy Assessment & Advocacy Project

The Information Literacy Assessment & Advocacy Project (ILAAP) is an assessment tool designed to investigate the information literacy skills of first and second-year post-secondary students.


The American Association of Colleges & Universities (AACU) developed the VALUE Rubrics. ​The original VALUE initiative in 2007-09 involved teams of faculty and other educational professionals from over 100 higher education institutions engaged over many months to develop 16 VALUE rubrics for the LEAP Essential Learning Outcomes. Each rubric was developed from the most frequently identified characteristics or criteria of learning for each of the 16 learning outcomes. Drafts of each rubric were then tested by faculty with their own students’ work on over 100 college campuses.