1. Academic Libraries,
Information Literacy Assessment,
and Higher Education Accreditation
Cynthia Kane
Professor and Director of Assessment
ESU Libraries and Archives
Higher Learning Commission Annual Conference
April 12, 2014
Chicago, IL
ckane1@emporia.edu

2. A Bit about Emporia State
University
Part of Kansas Board of
Regents system
Fall 2013: 3873
undergraduate students;
2160 graduate students
Four schools/colleges:
• Liberal Arts and Sciences
• School of Business
(AACSB accreditation)
• School of Library and
Information Management
(ALA accreditation)
• Teachers College
(NCATE accreditation)
Carnegie Basic Classification:
Master's L: Master's Colleges
and Universities (larger
programs)
And…
We are preparing for our own
HLC site visit!
March 23-25, 2015

3. Background to Research
• Currently serving on HLC Steering
Committee and vice chair of Criterion III
subcommittee
• Sabbatical research leave granted for
Fall 2013 semester
• Interest widened to the extent in which
academic libraries, particularly
information literacy assessments, are (or
are not) involved in the regional
accreditation process

4. What Is Information
Literacy?
Association of College and Research Libraries (ACRL)
Competency Standards (2000 with pending revision 2014)
An information literate individual is able to:
• Determine the extent of information needed
• Access the needed information effectively and efficiently
• Evaluate information and its sources critically
• Incorporate selected information into one‟s knowledge
base
• Use information effectively to accomplish a specific
purpose
• Understand the economic, legal, and social issues
surrounding the use of information, and access and use
information ethically and legally
• (2014 revision addresses “metaliteracy” and “threshold
concepts”)

5. How Is Information Literacy
Addressed in Higher Education?
• IL general outcomes
• IL discipline-specific outcomes
• Credit-bearing courses (taught by
librarians, or team-taught)
• Individual library instruction
sessions tied to assignments;
research methods courses; other
courses
• Workshops/seminars

6. How is Information
Literacy Assessed?
• Standardized assessments
– Project SAILS
– iSkills
– Credit-bearing courses: IDEA or other
standard student ratings of instruction
• Individual student/faculty evaluations
– At end of instruction session, or end of
term/semester
• Examinations of bibliographies/reference
lists from papers or projects
• Internal departmental measures of IL
outcomes

7. Information Literacy and Other
Regional Accreditation
Associations
Middle States Commission on Higher Education:
Current Characteristics of Excellence in Higher Education
embed information literacy in Standard 11, “Educational
Offerings”
“Several skills, collectively referred to as “information
literacy,” apply to all disciplines in an institution‟s curricula.
These skills relate to a student‟s competency in acquiring
and processing information in the search for understanding,
whether that information is sought in or through the facilities
of a library, through practica, as a result of field experiments,
by communications with experts in professional communities,
or by other means. Therefore, information literacy is an
essential component of any educational program at the
graduate or undergraduate levels.”

8. Information Literacy and Other
Regional Accreditation
Associations
New England Association of Schools and Colleges –
Commission on Institutions of Higher Education
Standard 7, “Library and Other Information Resources”:
Information and Technological Literacy
7.9 “The institution demonstrates that students use
information resources and technology as an integral part of
their education, attaining levels of proficiency appropriate to
their degree and subject or professional field of study.”
7.10 “The institution ensures that throughout their program
of study students acquire increasingly sophisticated skills in
evaluating the quality of information sources appropriate to
their field of study and the level of the degree program.”

9. Information Literacy and Other
Regional Accreditation
Associations
Southern Association of Colleges and
Schools – Commission on Colleges
Principles of Accreditation: Foundations for
Quality Enhancement
3.8, Library and Other Learning Resources
3.8.2. “The institution ensures that users
have access to regular and timely
instruction in the use of the library and
other learning/information resources.
(Instruction of Library Use)”

10. Information Literacy and Other
Regional Accreditation
Associations
Western Association of Schools and Colleges –
Accrediting Commission for Community and
Junior Colleges
Standard II: Student Learning Programs and
Services
IIB: Student Support Services
C. Library and Learning Support Services
1.b. “The institution provides ongoing instruction
for users of library and other learning support
services so that students are able to develop skills
in information competency.”

11. Information Literacy and Other
Regional Accreditation
Associations
WSCUC – Western Association of Schools and
Colleges, Senior College and University
Commission
Standard 2, Teaching and Learning – criteria for review
2.2a:
Baccalaureate programs engage students in an integrated
course of study of sufficient breadth and depth to prepare
them for work, citizenship, and life-long learning. These
programs ensure the development of core competencies
including, but not limited to, written and oral communication,
quantitative reasoning, information literacy, and critical
thinking.”

12. What Does HLC Actually Ask
of Academic Libraries?
Criterion 3: Teaching and Learning:
Quality, Resources, and Support
• Criterion 3.D.4: The institution provides to students and
instructors the infrastructure and resources necessary to
support effective teaching and learning (technological
infrastructure, scientific laboratories, libraries,
performance spaces, clinical practice sites, museum
collections, as appropriate to the institution‟s offerings).
• Criterion 3.D.5: The institution provides to students
guidance in the effective use of research and information
resources.

13. Is HLC Asking Enough of
Us?
• What assessments of infrastructure, resources,
or “effective use of research and information
resources” are actually required?
• What is required/desired from HLC academic
libraries in terms of information literacy
assessment?
• What are the perceptions of HLC institutions‟
academic library deans, directors, and other
librarians involved in information literacy
assessments?
• How do those perceptions compare to other
regional accreditation associations?

14. And Why Should Anyone
Care?

15. Surveys and Methodology
Fall 2013
• 1st survey: Sent on library listservs; a general survey of
academic libraries and six regional accreditation
agencies (87 responses received)
– Middle States Association of Colleges and Schools Middle States
Commission on Higher Education (MSCHE)
– New England Association of Schools and Colleges Commission
on Institutions of Higher Education (NEASC-CIHE)
– North Central Association of Colleges and Schools The Higher
Learning Commission (NCA-HLC)
– Southern Association of Colleges and Schools Commission on
Colleges (SACS)
– Western Association of Schools and Colleges Accrediting
Commission for Community and Junior Colleges (WASC-ACCJC)
– Western Association of Schools and Colleges Accrediting
Commission for Senior Colleges and Universities

16. Surveys and Methodology
Fall 2013
• 2nd survey: Sent to library
directors/heads of instruction or
assessment of HLC-accredited
institutions
• SurveyMonkey e-mail invitation
• 941 survey links sent
• 149 responses (16% response rate)

17. Surveys and Methodology
Methodology for both was a
combination of multiple-choice
questions and open-ended questions
• 1st survey: Deliberately general to
focus upon higher education
accreditation associations
• 2nd survey: Focus was upon HLC
accreditation requirements in terms
of academic libraries

18. Demographics of 1st
Survey (self-identified)
43 public institutions, 38 private
institutions, 2 “other” institutions (6
skipped this question)
Average student FTE enrollment was
3916 for UG and 822 for G (78
respondents answered this question
and 9 skipped it)

19. 48
29
Does the regional accreditation association for
your college or university address information
literacy?
Yes
No

20. If “yes”, how is information literacy
addressed by the accreditation
association?
“Middle States stresses the importance of information literacy. See
http://www.msche.org/publications/Developing-
Skills080111151714.pdf”
“Standard **.C.1.b: The institution provides instruction for users of
library and other learning support services so that students are able
to develop skills in information competency.”
“Under Standard 4: The Academic Program they explicitly told us in
their report that information literacy is important to them and they
want us to focus squarely on it; under Standard 7: Library and Other
Information Resources they praised the recent hire of an Instruction
Librarian to provide structure and process to our information literacy
program”
“IL is discusseed [sic] only via the library not in the classroom
evaluation of teachers”
“Effective use of resources and information; academic integrity (no
direct language indicating „information literacy‟ but implied.”

21. If “no”, how does the accreditation
association address other aspects of
information literacy?
“It really doesn't. It just makes sure that students have the
resources they need”
“There is a section on Library & Information Resources and
mentions of using library sources in teaching and learning.
But the phrase „information literacy‟ is not used.”
“The standard states that the library must supply resources
and instruction for how to use those resources. I don't
consider that the same as information literacy overall.”
“I've been interviewed in every previous visit and the
reviewer asked me „what do you want me to say‟ about the
library. S/he would mention that faculty had positive
comments but the final report usually didn't mention the
library.”
“No one came to the library nor addressed any questions
about the library to the administration.”
“report glowingly written”

22. Demographics of 2nd
Survey (self-identified)
• 50 public institutions; 47 private
institutions; 4 for-profit institutions
• Average student FTE enrollment was
4,084 UG and 880 G (99 respondents
answered this question and 55 skipped it)
• 12 institutions -- Assoc/Pub-R-S:
Associate's--Public Rural-serving Small
• 11 institutions -- Master's S: Master's
Colleges and Universities (smaller
programs)

23. 12
2
5
3
2
2
4
0
2
1
2
010
2
4177
11
7
7
2
6
1
1
1
10
10 1
1
3
Does your institution fit one of the following Carnegie Basic Classifications:
Assoc/Pub-R-S: Associate's--Public Rural-serving Small
Assoc/Pub-R-M: Associate's--Public Rural-serving Medium
Assoc/Pub-R-L: Associate's--Public Rural-serving Large
Assoc/Pub-S-SC: Associate's--Public Suburban-serving
Single Campus
Assoc/Pub-S-MC: Associate's--Public Suburban-serving
Multicampus
Assoc/Pub-U-SC: Associate's--Public Urban-serving Single
Campus
Assoc/Pub-U-MC: Associate's--Public Urban-serving
Multicampus
Assoc/Pub-Spec: Associate's--Public Special Use
Assoc/PrivNFP: Associate's--Private Not-for-profit
Assoc/PrivFP: Associate's--Private For-profit
Assoc/Pub2in4: Associate's--Public 2-year colleges under 4-
year universities
Assoc/Pub4: Associate's--Public 4-year Primarily Associate's
Assoc/PrivNFP4: Associate's--Private Not-for-profit 4-year
Primarily Associate's
Assoc/PrivFP4: Associate's--Private For-profit 4-year
Primarily Associate's
RU/VH: Research Universities (very high research activity)
RU/H: Research Universities (high research activity)
DRU: Doctoral/Research Universities
Master's L: Master's Colleges and Universities (larger
programs)
Master's M: Master's Colleges and Universities (medium
programs)
Master's S: Master's Colleges and Universities (smaller
programs)
Bac/A&S: Baccalaureate Colleges--Arts & Sciences
Bac/Diverse: Baccalaureate Colleges--Diverse Fields
Bac/Assoc: Baccalaureate/Associate's Colleges
Spec/Faith: Special Focus Institutions--Theological
seminaries, Bible colleges, and other faith-related institutions
Spec/Med: Special Focus Institutions--Medical schools and
medical centers
Spec/Health: Special Focus Institutions--Other health
professions schools
Spec/Engg: Special Focus Institutions--Schools of
engineering
Spec/Tech: Special Focus Institutions--Other technology-
related schools
Spec/Bus: Special Focus Institutions--Schools of business
and management
Spec/Arts: Special Focus Institutions--Schools of
art, music, and design
Spec/Law: Special Focus Institutions--Schools of law

24. How would you rank the Higher Learning Commission's
comprehension of information literacy?
Very comprehensive
Comprehensive
Neutral
Somewhat comprehensive
Not comprehensive
73
2233
16
2

25. Comments
“Some elements are included such as critical thinking and
evaluation of information.”
“I've not read anything from them about Info Lit.”
“I felt the team's knowledge of the work of librarians and
the function of libraries was rooted in their undergraduate
experiences from half a century ago.”
“As of my last reading of their standards in 2012, I was
somewhat underwhelmed with their comprehension of IL
standards. I'd like to see more IL language and less
„information economy‟ prose.”
“They've at least heard of it.”
“They see it as pervasive through out the institution but
I'm not sure they get how it is actually taught.”
“Not too sure what the HLC's position is”
“At least it has never demonstrated any comprehension to
me.”

26. Does your library currently use a standardized information literacy
assessment tool?
Yes
No
136
14
Instruments named:
• ULI: Understanding Library Impacts protocol
• Patron Survey and core competency survey
• Research Readiness Self Assessment (RRSA)
• TRAILS
• Research Practices Survey
• Project SAILS
• IPED, ALS, LIBQUAL, and WORP (now defunct) in the last 5 years

27. Were library student learning outcomes used in the most
recent Higher Learning Commission accreditation visit at
your institution?
Yes
No
91
14

28. If "yes", how were those outcomes used? If possible,
provide specific examples from the HLC New Criteria for
Accreditation and Core Components to illustrate the
outcomes' use.
• Yes, we used the data from library assessments to provide information on the following areas for the
library's version of the self-study report which became part of the larger university self-study required by
HLC.
• Our college has an assessment committee who manages student outcomes and instructional changes
based on outcomes. This information was reported in Criterion 4, but was mentioned throughout the
Self-Study. We choose to provide broad summaries with how outcomes were addressed by faculty and
changes incorporated into instruction.
• To determine what we needed to change in our curriculum and aligning library collection
• Data were reported regarding RRSA findings and "one minute assessment" data that are collected after
in-person assessments to demonstrate student learning and also where further intervention is
necessary. We wrote to the prior criteria in 2012 so I can't give examples for the new ones.
• IL is an outcome in our new Core curriculum
• CRITERIA FOR ACCREDITATION (2012)
– 1.a, 1.b, 1.c, and 2.d: The school had recently completed a new statement of Core Values and launched an inclusive Strategic Planning cycle.
Awareness of mission and values (including diversity) were consistently demonstrable role in the library's programs.
– 2.b: Ten years of numerical data showing development of library resources to support instructional goals. Supported by examples.
– 3.c: Narrative descriptions of successful librarian/faculty collaborations in teaching from the collections and of librarian/student collaborations in
support for individualized learning/research methods.
– 4.d, 5.a, 5.b, and 5.c: Numerical and anecdotal description of librarian participation in curricular and co-curricular activities.
• I am honestly not sure. I was not consulted to assist with this assessment.
• I am fairly new and was not privy to this part of the accreditation process.
• We went through all of the outcomes and identified areas where the library and its services fit. We are
currently in the process of self-evaluation in preparation for our next HLC visit in Feb 2015.
• Visit was in October 2013. We began our new IL curriculum in August 2013.
• Student learning outcomes were included in the library's annual assessment reports, which were
included with other academic units' assessment reports in the electronic resource room for review.

29. 8
6
26
30
16
19
22
Does your library use other student assessments for information
literacy at your college or university? Please check all that apply.
Electronic portfolios
Print portfolios
Internal pre-test of information
literacy competencies
Internal post-test of information
literacy competencies
Examinations of
bibliographies/reference lists
from research papers/projects
Student self-assessments
Departmental information
literacy student learning
outcomes

30. 7
55
45
Were the results of other student assessments of information
literacy used in the most recent Higher Learning Commission
accreditation visit at your institution?
Yes No
N/A

31. If “Yes”, How Were Those
Results Used?
• Our college has an assessment subcommittee for info lit and they created a
local generated survey for students.
• Student Survey and Feedback Forms
• Rubrics
• We are in the beginning stages of library assessment- because we have not
baseline, we surveyed faculty on their students' achievements after
instruction.
• Info literacy performance is integrated into the curriculum with added
emphasis in methods classes
• Personal interactions with students and faculty (all students are graduate
students)
• University-wide IL rubric
• Faculty opinion
• After presenting informaiton [sic] on Information Literacy, I give the students
an assignment to complete and then I grade

32. Recommendations
Administrators, Departmental Faculty,
Librarians/Library Faculty:
TALK and COMMUNICATE with one another! For
all, avoid an “Us vs. Them” mentality.
Find out more about IL outcomes and assessments
(formal and informal) that may already exist either in the
academic library or in academic departments for
graduates
For librarians: Learn as much as possible about the
regional accreditation process as well as discipline-
specific accreditation processes
Go beyond the quantitative (how many
books, journals, databases are available) and look more
closely at the academic library‟s positioning within the
university to contribute to student learning outcomes