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This study demonstrates how a team of librarians sustained authentic assessment across multiple studies in order to inform changes to an information literacy curriculum. It demonstrates the cyclical and action-based nature of assessment, including closing one loop only to reopen another and begin the assessment process again, emphasizing the importance of sustainability and making changes that increase student learning. Researchers analyzed 79 English composition papers for evidence of information literacy skills, expanding upon a previous study which established information literacy skill benchmarks. Findings from the previous study led to the development of new library instruction lessons, which targeted skills students struggled with -- mainly topic refinement and information synthesis. To measure the impact of the modifications, the authors used two rubrics as well as a citation analysis to identify shifts in student learning. Findings indicate that the new lessons contribute to student improvements in synthesis, topic refinement, and source variety. This study illustrates the importance of engaging in an ongoing cycle of assessment and continually making improvements to instruction practices while implementing evidence-based decisions.

Assignment design provides a potential niche for librarians to fill in improving research assignments and in providing opportunities for interdisciplinary collaboration on teaching, but this can be difficult work to claim as librarians. In the 2016-2017 academic year, a team of three librarians at Utah State University, a mid-size research university, piloted an assignment design workshop for faculty. Based on a model developed by the National Institute for Learning Outcomes Assessment (NILOA), our workshop's core component was a structured, librarian-facilitated small group discussion among three to four faculty members from a range of academic departments. Interdisciplinary conversation about teaching research skills thrived in these discussions (called "charrettes"), with librarians uniquely positioned to encourage knowledge sharing in service of student learning and success. This article presents three iterations of our workshops as a case study in information literacy intervention outside traditional classroom instruction sessions, extending and redefining the role of the academic librarian as a partner in teaching and learning.

This study explores the relationship between course grades and sequenced library instruction interventions throughout psychology students' curriculum. Researchers conducted this study to inform decisions about sustaining and improving program integrations for first- and second-year composition courses and to improve discipline-level integrations. Researchers began with transcript analysis but soon incorporated student surveys and a faculty focus group to supplement the data and influence future directions. Findings confirmed that students benefit from meaningful collaborations with the library at strategic, sequenced points in their curriculum, including at the discipline level. This research also provided concrete information that brought about change at the classroom and programmatic level.

This paper outlines the process and results of an authentic assessment of student work using a revised version of the AAC&U's Information Literacy VALUE rubric. This rigorous assessment, which included the scoring of nearly 900 student papers from four different stages across the undergraduate curriculum, revealed much about the process of authentic assessment of student learning, the struggles and competencies of our students, and a clear path forward for improving practice. It also gave us a broad view of student learning, allowing us to immerse ourselves in student work and providing a stronger narrative to share with stakeholders.