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There is a well -established need for academic libraries to demonstrate their impact on student learning, particularly through the application of mea surable o utcomes in information literacy instruction (ILI). Recent literature is replete with articles both outlining the importance of welldesigned assessment as an integral part of ILI and providing examples of the methods being used at particular institutions. This review synthesizes the theoretical and practical literature on ILI assessment in an effort to answer three questions: What do we know about assessment methods and what general recommendations exist? What assessment methods are academic librari ans actually using? How does professional practice compare to existing recommendations?
Allison Erlinger (Mon,) studied this question.
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