Purpose-This paper explores both instruction librarians' attitudes on teaching and how they identify themselves as teachers. Particular attention is paid to teaching librarians' views on the effectiveness of two types of instruction models: for-credit courses and course-integrated library instruction. Design/methodology/approach-To investigate librarians' attitudes towards these two models, a survey was constructed targeting librarians who teach information literacy (IL). Findings-The results indicate that there is an important relationship between the IL instruction model employed and feelings towards campus politics, perceived effectiveness of IL models, and librarians' self-identification as teachers. Research limitations/implications-The survey was sent to list-servs whose readership includes high percentages of teaching librarians and received 276 responses. This is by no means an exhaustive study. The research is intended to be exploratory and to delve more deeply than the past editorials and blog posts on the issue of comparing for-credit and course-integrated instruction. Practical implications-This study can help librarians gain a better understanding of how information literacy models impact librarian perceptions of themselves and their role on campus. Originality/value-The authors seek to transform a discussion that has occurred mostly informally (in blog posts, on list-servs, and in conversations) into a formal investigation of librarians' attitudes towards the two models.

This paper outlines the process and results of an authentic assessment of student work using a revised version of the AAC&U's Information Literacy VALUE rubric. This rigorous assessment, which included the scoring of nearly 900 student papers from four different stages across the undergraduate curriculum, revealed much about the process of authentic assessment of student learning, the struggles and competencies of our students, and a clear path forward for improving practice. It also gave us a broad view of student learning, allowing us to immerse ourselves in student work and providing a stronger narrative to share with stakeholders.or the last several years, stakeholders across higher education have been calling for greater accountability and transparency, especially in the assessment of student learning. High-profile books and articles have questioned the degree to which students are actually learning the knowledge and skills required to be successful and productive citizens.1 Reform movements are challenging the status quo, including the credit-hour system for defining degrees, and calling for clearer definitions of learning outcomes and competency-based measures of success and completion.

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. © 2016 Kacy Lundstrom, Pamela Martin, and Dory Cochran, Attribution-NonCommercial 3.0 (http://creativecommons. org/licenses/by-nc/3.0/) This study explores the relationship between course grades and sequenced library instruction interventions throughout psychology students' curriculum. Researchers conducted this study to inform decisions about sustaining and improving program integrations for first-and second-year composition courses and to improve discipline-level integrations. Researchers began with transcript analysis but soon incorporated student surveys and a faculty focus group to supplement the data and influence future directions. Findings confirmed that students benefit from meaningful collaborations with the library at strategic, sequenced points in their curriculum, including at the discipline level. This research also provided concrete information that brought about change at the classroom and programmatic level. IntroductionLibrarians at Utah State University (USU) Merrill-Cazier Library have partnered with select academic departments to map research-related student learning outcomes throughout the curriculum. The library instruction program has made large strides in moving toward a cohesive, integrated instruction program that targets students at strategic points in their curriculum, including at the general education level and in the disciplines.These efforts parallel the university's curriculum mapping goals, including encouraging departments to map learning outcomes across programs and courses. USU has also been involved in tuning processes in both the elementary education and history programs. These changes support a liberal education that defines outcomes clearly for students and future employers and that develops and reinforces skills throughout a student's college experience.While the library has strong integrations at the general education level, especially in writing composition courses, its integration at the discipline level varies widely.doi:10.5860/crl.77.2.212 Making Strategic Decisions: 213One of the departments that strategically integrates with library instruction is the psychology department. Currently, two courses that have research assignments incorporate the subject librarian for a session to work with students in fulfilling their assignment.In order to expand the program, engage more deeply with departments on mapping research skills, and ensure that students are more successful as a result of sequenced library instruction, more information was needed about the impact of current practices. A positive relationship between library instruction and improved academic performance would affirm the effectiveness of current practices for librarians, students, and stakeholders and would help garner similar collaborations with less integrated departments on campus. In addition, exploring the weaknesses and strengths of library collaborations for departments that did participate more actively would provide needed information about what assumptions might exist regarding those collab...