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Information Literacy Program Assessment : Home/ENG 121

Information Literacy: Student Success and Assessment

Myriad studies have analyzed statistics from libraries “connecting the dots to find an association between student use of library services and higher GPAs and retention rates.”The purpose of many of these studies is not to say that “library use is solely responsible for higher student outcomes. Instead, the intent is to present quantifiable facts demonstrating that library service engagement merits a central piece in the student success puzzle.”2 With this understanding, the library continues to engage with students and increase its collection of assessment data.

1 Thorpe, A., Lukes, R., Bever, D. J., & He, Y. (2016). The impact of the academic library on student success: Connecting the dots. Portal : Libraries and the Academy, 16(2), 373-392.

2 Ibid

Information Literacy Program Outcomes

1. Integrate information literacy skills sequentially into the wide-ranging education curriculum in order to help students meet the institution’s student learning outcomes
2. Integrate information literacy into the disciplines in order to help students meet departmental learning goals
3. Train and assess library instructors in order to improve teaching
4. Assess student performance using a variety of techniques in order to continuously improve student learning and librarian teaching
5. Collaborate with faculty and staff in order to promote information literacy

ENG 121 Student Learning Outcomes

Upon completion of ENG 121, students should be able to:
1. demonstrate understanding of the research process by defining and articulating a research need;
2. evaluate information based on accuracy, timeliness, authority, objectivity, and appropriateness to the research need;
3. formulate and modify a search strategy using keywords, synonyms, Boolean searching, and phrase searching;
4. identify the value of and differences between a variety of information formats;
5. locate information related to the research need using a variety of online tools, such as Internet search engines, electronic periodical databases, and the online library catalog;
6. practice ethical behavior in regard to information use.


Student Bb Weighted Grade Percent 95% by Sections:

Section A – 3 students /14 total students = 21%

Section B – 2 students /9 total students = 22%

Section C – 2 students /14 total students = 14%

Section D – 5 students /16 total students = 31%

Section G – 2 students /14 total students = 14%

Section J – 1 student /5 total students = 20%

*Combined Average Bb Grade Weighted Percent ≥ 95% = 20%

*Action Plan: Increase Combined Total Bb Weighted Total Percent ≥ 95% to 25% of students


Student Bb Weighted Grade Percent
≥ 95% by Sections:

Section A – 3 students / 19 total students = 16%

Section B – 4 students /16 total students = 25%

Section C –  3 students/12 total students = 25%

Section D – 1 student /19 total students = 5%

Section G – 3 students /21 total students = 14%

Section J – 1 student /11 total students = 9%


*Combined Average Bb Grade Weighted Percent ≥ 95% = 16%

*Action Plan: Increase Combined Total Bb Weighted Total Percent ≥ of students 25%

ENG 121 Post-Test Assessment

The ACRL Information Literacy Standards were used to help determine, to some extent, student progress upon completion of the course based on pre-test and post-test results.

ENG 121 Final Project Assessment

The ACRL Framework was used to assess the student's final project. The Framework is based on a cluster of interconnected core concepts that organize many other concepts and ideas about information, research, and scholarship into a coherent whole.

Norming is the process that helps instructors determine how closely they are aligned when assessing SLOs. Norming the ENG 121 Final Project conveyed the collectively accepted expectations for student learning and assessment. The faculty norming sessions also helped train and assess library instructors in order to improve teaching

The individual final project offers students multiple opportunities to practice what they've learned. 

ENG 121 Class Plan, Readings, and Open-ended Questions

Listed below are three class plans, assigned reading assignments, and associated assessment questions. Rather than include additional multiple choice questions in the assessment process, open-ended questions were produced. Open-ended questions allow respondents to include more information, including feelings, attitudes and understanding of the subject. This allows ENG 121 instructors to better access the respondents' true feelings on an issue. In addition, multiple choice questions, because of the simplicity and limit of the answers, may not offer the respondents choices that actually reflect their real feelings. 

The ultimate goal is to have students think critically and answer the essential questions.

ACRL Fames


Legacy ACRL Information Literacy Standards


ACRL Standards Compared with the Framwork

ENG 121 FYE Survey Report Spring 2020