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Teaching & Learning

Explore resources for teaching, learning and professional development related to the ACRL Information Literacy Competency Standards for Higher Education.

The ACRL has authored a network of guiding documents that have been integral in the design of teaching and learning initiatives across the nation. The organization advocates for the pursuit of on-going innovations that address "the great potential for information literacy as a deeper, more integrated learning agenda, addressing academic and technical courses, undergraduate research, community-based learning, and co-curricular learning experiences of entering freshman through graduation." Since the publication of the Standards for Information Literacy in Higher Education, librarians and educators have developed assignments, courses, online learning objects, tools, resources, and other curricular integration. 

The Student Learning & Information Literacy Committee has compiled these resources to capture examples and best practices representative of the profession's teaching and learning contributions and professional development opportunities. 

Teaching & Learning Examples


On any campus there are numerous individuals involved in assessment including classroom faculty, administrators, program directors, librarians, student services offices and institutional research staff. The results of assessment are also of interest to a broad audience including those who participated in the assessment as well as accreditation agencies and the broader community.

Assessment is essential for the following reasons:

  • Monitor effectiveness for accountability
  • Better identify instructional practices
  • Evaluate the effectiveness of instructional practices
  • Measure student achievement: how much they know
  • Evaluate students' mastery of skills: What they can do.

Assessment is an ongoing process aimed at understanding and improving student learning.

It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance. When it is embedded effectively within larger institutional systems, assessment can help us focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education (Thomas A. Angelo, AAHE Bulletin, November 1995, p.7).

View recommended readings on    Assessment

Assessment can be on three different yet interrelated levels.

Librarians are involved not just in teaching but also in assessment of student learning and evaluation of program effectiveness. Generally librarians have very little background in assessment and therefore are interested in forming partnerships with others on campus to learn about various aspects that are not specific to the job as librarians. Assessments can include in-class assignments or activities, print or web-based tutorials, and competency tests or self-assessments administered as pre- or post tests.

Assessment at the campus level includes a review of academic programs for integration of information literacy components and evaluation of syllabi for core courses for incorporation of assignments that promote information literacy.

Assessment can extend beyond the campus by looking at our graduates as they join the workforce. Are students prepared to function as professionals in their chosen careers? Have they “learned how to learn” and can they remain informed within the constantly changing information venues of their chosen profession?

(From article: Bosseau, Don L.; Martin, Susan K. (1999). We are Teaching, but are They Learning: Accountability, Productivity, and Assessment. Journal of the Academic Librarianship 25, July: pp. 304-305.)