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Learning by Doing: Performance Assessment of Information Literacy across the First-Year Curriculum

In the 2011–2012 school year, the instruction librarians at Augustana College, Illinois, changed their assessment approach in the college's required first-year sequence to focus on higher-level information literacy concepts. The librarians replaced a quantitative assessment instrument with performance assessments, which they integrated into their first-year library sessions. Although the sequence is taught by many faculty with diverse assignments, these new assessments could be applied organically across sections yet provide generalizable results. This case study describes that assessment project and its initial findings, analyzes the project's implications, and suggests how other college libraries might adopt similar qualitative assessments.