This document summarizes the findings of an assessment project that used rubrics and citation analysis to evaluate student annotated bibliographies. The assessment revealed several key findings about student research behaviors. Students chose a variety of source types but sometimes struggled with distinguishing primary and secondary sources. They also tended to select popular culture topics but omit academic sources for those topics. The assessment indicated students have a basic understanding of source authority but struggle more with writing annotations than finding sources. It provides recommendations to realign library instruction with threshold concepts and add a new lesson focused on primary sources.