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Commonwealth University of PA

Faculty Resources

Library Learning Outcomes

Learning Outcome 1: Students will be able to determine their information need(s). 

Librarians might be asked to: 

  • Help students as they begin their research assignment 

  • Teach students how to refine their research topics as they begin their research 

  • Teach students how to find sources that help them incorporate different sides into their research 

Emerging* 

Students will 

  • Identify and articulate a research question 

  • Identify stakeholders related to a topic and the scholarly conversation around it
Developing**
Proficient***
  • Identify gaps in the research and synthesize to create a thesis or hypothesis 
Distinguished**** 

Learning Outcome 2: Students will be able to develop research strategies.

Librarians might be asked to: 

  • Teach students how to use the library website to find books and articles 

  • Teach students how to search in the databases available through the library 

  • Prepare a LibGuide with links to resources for finding information on a topic 

Emerging* 

Students will 

  • Identify keywords for the research topic and use them to find sources 

  • Find known items 

  • Find information from appropriate sources 

  • Explore general information sources (like the Article Search) to increase familiarity with the chosen topic 

  • Adjust search strategies based on information learned from previous searches 

  • Ask for assistance when encountering roadblocks to finding or accessing information 
Developing** 

  • Identify databases and resources relevant to their field of study 

  • Construct searches using appropriate methods, including Boolean operators and truncators 

  • Construct multiple search strategies using different keywords for the same concepts 

  • Acknowledge and engage with differing viewpoints within a topic 
Proficient*** 

  • Use controlled vocabulary, where appropriate 

  • Identify confirmation bias in searching, both in source selection and search strategies 

  • Search for related sources by using cited references (“mining the bibliography”) 

  • Search for related sources by tracing who has used relevant sources and following the research forward
Distinguished**** 

Learning Outcome 3: Students will be able to interpret and evaluate research.

Librarians might be asked to: 

  • Teach students the difference between scholarly and popular sources 

  • Teach students factors to consider when choosing sources 

  • Teach students about the peer-review process 

  • Teach students about identifying bias or conflicts of interest 

Emerging* 

Students will 

  • Evaluate source authority and accuracy 

  • Evaluate the purpose of sources 

  • Evaluate the relevance of a source to the research question or topic 
Developing** 

  • Analyze information to draw conclusions 

  • Evaluate sources for bias or conflicts of interest 

  • Confirm findings through multiple sources 

  • Develop and maintain an open mind when encountering varied and conflicting information 
Proficient*** 
  • Understand the peer review process 
Distinguished**** 

  • Recognize the cultural, physical, social, and historical contexts of an information source in order to understand how they influence the content 

  • Demonstrate awareness of non-privileged voices and their role in understanding the universe of information 

Learning Outcome 4: Students will be able to design a final product for their research and incorporate sources. 

Librarians might be asked to: 

  • Teach students how to find help with citing their sources 

  • Teach students how to find and use images in their research 

  • Talk with students about their options for publishing or presenting on their research 

Emerging* 

Students will 

  • Determine what medium the final product will be 

  • Integrate multiple sources to support a conclusion 

  • Provide appropriate attribution of sources 

  • Use electronic environments to organize, draft, revise, edit, and share or publish information 
Developing** 

  • Recognize that information may be perceived differently depending on format 

  • Incorporate alternative and competing narratives 
Proficient*** 
  • Select images based on usage rights for the presentation purpose 
Distinguished**** 

  • Explore publication or presentation options based on topic, field, and audience 

  • Recognize issues related to privacy, ethics, intellectual property, and copyright in order to respect the rights of others, comply with laws and contracts, or safeguard personal information 

Learning Outcome 5: Students will be able to cite sources. 

Librarians might be asked to: 

  • Teach students how to find help with citing their sources 

  • Teach students how to use a citation management tool 

Emerging* 

Students will 

  • Use appropriate tools to save, print, and/or organize information 

  • Identify resource or source types in order to cite appropriately 
Developing** 
Proficient*** 

  • Students will cite/document sources appropriately for their discipline 

  • Use citation management software in order to organize information 

  • Understand the ethical and practical importance of citing sources 
Distinguished**** 

*            the “Emerging” level typically includes the 100-level introductory courses 
**          the “Developing” level typically includes 200-level courses 
***        the “Proficient” level typically includes 300-level courses 
****      the “Distinguished” level typically includes 400-level courses 

ACRL Framework for Information Literacy for Higher Education

The Libraries' learning outcomes were written with the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education in mind and work alongside the frames to guide librarians' instruction.

The Association of College and Research Libraries (ACRL) implemented the Framework for Information Literacy for Higher Education in 2016. 

This includes six frames: 

  1. Authority is Constructed and Contextual 
  2. Information Creation as a Process
  3. Information has Value
  4. Research as Inquiry
  5. Scholarship as Conversation
  6. Searching as Strategic Exploration

These frames inform the information literacy instruction that academic librarians teach.

Library Programmatic Assessment

Each semester, the Libraries will assess one learning outcome at a programmatic level.

The programmatic assessment cycle will repeat every five years, with each cycle including outcomes assessed twice each:  

Year 1 Fall Semester Students will be able to determine their information need(s).  
Year 1 Spring Semester Students will be able to develop research strategies. 
Year 2 Fall Semester Students will be able to interpret and evaluate information.  
Year 2 Spring Semester Students will be able to cite sources.  
Year 3 Fall Semester Students will be able to design a final product for their research and incorporate sources.  
Year 3 Spring Semester Students will be able to determine their information need(s).  
Year 4 Fall Semester Students will be able to develop research strategies. 
Year 4 Spring Semester Students will be able to interpret and evaluate information.  
Year 5 Fall Semester Students will be able to cite sources.  
Year 5 Spring Semester  Students will be able to design a final product for their research and incorporate sources.  

At the end of each cycle, each outcome will be examined to see if they are being successfully implemented and any changes that are needed can be made to the cycle.