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Over the past twenty years,the field of writing assessment has moved from critical theories that questiontraditional models of validity and objectivity (Huot, 2002; Lynne, 2004) toscholarship that exposes how traditional assessment perpetuates inequality(Inoue 2015, 2019) and advocates new approaches that take social justice astheir central goal (Poe, et. al., 2018). We report on a collaboration betweentwo writing instructors and one librarian that assessed first-year writing(FYW) students' information literacy when researching and writing with popularnews sources. In addition to the typical practice of analyzing students'written work, this project used interviews as an assessment methodology. Thisresearch produced three important findings: 1) minoritized studentsdemonstrated superior critical information literacy skills compared tomajoritized students; 2) these differences were made visible through the use ofmultiple measures (written artifacts and interviews); and 3) the use ofinterviews is an assessment methodology that invites students to engage incounterstory and draw on personal experiences, revealing new sources ofknowledge and countering narratives of deficit. Ultimately, we argue thatinterviews hold promise for antiracist revamping of student learning outcomesas well as assessment practices.

Critical information literacy (CIL) and critical service learning (CSL) have developed in parallel over recent years but have yet to intersect robustly. Rooted in critical theory, these approaches emphasize both conceptual frameworks and practices that center questions of social inequality in our teaching and learning practices--and in our universities as institutions. A small body of literature suggests that students' social justice understanding is deepened when engaging with research-intensive assignments. Within this study, we explored students' understanding of social justice in connection with research-intensive and non-research-intensive course assignments. Using a semi-structured interview technique, we interviewed 23 undergraduate students from 15 different CSL courses over an academic year at a private, West Coast, faith-based university. Our intention within this article is to highlight under-researched CIL pedagogy and curriculum within CSL and to put forth a call to action to university faculty and librarians to collaborate in further research.

The intentional omission of learning outcomes from the ACRL "Framework for Information Literacy in Higher Education" has caused concern and criticism from some librarians; however, the call to action within the "Framework" to locally develop learning outcomes is an opportunity to illuminate the social justice, critical thinking, and higher order thinking elements of information literacy. This study applies the transformative research paradigm using the methodology of concept mapping to test the development of learning outcomes for one of the frames. Concept mapping is a mixed-methods approach and includes focus groups, hierarchical cluster analysis, and multidimensional scaling. The methodology has been used extensively in the social sciences but has limited representation in the LIS literature. Though the study provides learning outcomes developed by a small participant group following the concept mapping method, the results demonstrate the viability of this methodology for librarians seeking a new approach to locally develop learning outcomes.

Introduction: We explore the use of a psychometric model for locally-relevant, information literacy assessment, using an online tool for standardised assessment of student learning during discipline-based library instruction sessions. Method: A quantitative approach to data collection and analysis was used, employing standardised multiple-choice survey questions followed by individual, cognitive interviews with undergraduate students. The assessment tool was administered to five general education psychology classes during library instruction sessions. Analysis: Descriptive statistics were generated by the assessment tool. Results: The assessment tool proved a feasible means of measuring student learning. While student scores improved on every survey question, there was uneven improvement from pre-test to post-test for different questions. Conclusion: Student scores showed more improvement for some learning outcomes over others, thus, spending time on fewer concepts during instruction sessions would enable more reliable evaluation of student learning. We recommend using digital learning objects that address basic research skills to enhance library instruction programmes. Future studies will explore different applications of the assessment tool, provide more detailed statistical analysis of the data and shed additional light on the significance of overall scores. (Contains 2 tables.)

The article focuses on the remodeled TeenZone Department at the Oakland Public Library (OPL) located in Oakland, California. It says that the Zone's commitment to develop an appropriate space for young adults is evident in design choices that address the anatomical comfort of the young people. It adds that the Zone's collection is equipped to tailor the recreation and information needs of the urban youth.