This study examined three case stud

This study examined three case studies on incorporating information literacy
through a credit library course as a stand-alone and by linking it concurrently with an
English course as methods to improve student learning and success at three community
colleges in California. Findings from the study revealed that librarians and faculty will
need to find and/or develop assessment measures that are reliable and valid. Measuring
outcomes of student learning must be a shared responsibility and must be campus-wide.
While these colleges have accepted the challenge to advance student learning and
success in integrated information literacy instruction through a library course, quantifying
the assessments is a key. Based on some of the conclusions cited in this study,
information literacy outcomes need to be assessed in the classroom, on campus, and
outside the campus. Various methods ought to be used in order for students to
demonstrate their level of mastery of information competency principles and learning.
Although there is no one solution for all, the following recommendations are intended to
suggest ways to document and quantify student learning in more valid and reliable ways.
Within a classroom, information literacy instruction assessment for the library
course can include having students create a project for a course that is problem-based
learning, which allows use of real-life and everyday situations for learning. This type of
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learning connects and motivates learning because topics are opened-ended complex
problems without predetermined solutions, often interdisciplinary, and capture students’
interests. As an example, students can create a visual such as a PowerPoint presentation,
a brochure, a short video clip, or write a paper to demonstrate learning. This type of
assessment can be used as a capstone project for a stand-alone library course and a
subject course paired with it. Developing a rubric with a rating scale can show direct
evidence of student learning.