Interesting, this list of top 20 articles compiled by the Library Instruction Round Table, see page 6 of their latest newsletter. This one seems of particular interest:
Stowe, B. (2013). Designing and implementing an information literacy instruction outcomes assessment program. College & Undergraduate Libraries, 20(3-4),
This case study describes and analyzes the efforts of the library faculty at the Brooklyn Campus Library of Long Island University who are involved in developing, testing, and implementing a ground-up information literacy outcomes assessment program for the undergraduate core curriculum. Based on the increasingly prominent role given to information literacy by re-accreditation agencies, the library was prompted to significantly upgrade its assessment practice of collecting anecdotal evidence and administering clickers-based exit surveys. To detail the process of the upgrade, the article discusses such issues as key external and internal institutional forces that influence the development of an outcomes assessment programs. The library faculty members discuss choosing the appropriate assessment instrument (standardized or locally developed), establishing a hierarchy of priorities of assessment areas/goals, determining the actual assessment questions, and building the iterative assessment cycle (pre-assessment and post-assessment). The author includes examples from early versions of the evaluation instruments as well as the revisions of such instruments. The honesty of the library faculty members is disarming—they freely refer to the persistent personnel and managerial issues their library had been facing for some time and are generally very open about the challenges this represented in terms of developing a sustainable assessment program. As a result, this article provides an invaluable resource for other institutions trying to build their outcomes assessment program from scratch.