UC Santa Barbara

The ACRL Framework for Information Literacy describes the dispositions of an information literate student, but how can we assess if students are developing these dispositions? This presentation explores how the University of North Carolina Wilmington Library developed a flexible, reflective assessment template to evaluate dispositions in information literacy. Drawing inspiration from the Information Literacy Reflection Tool – a metacognitive self-assessment aligned with the ACRL Framework's threshold concepts – the library’s Academic & Research Engagement department created a bank of reflective prompts mapped to the university's information literacy student learning outcomes and benchmarks for first-year, intermediate, and graduating students. The tool was first piloted in English Composition courses as pre- and post-research reflections and encouraged students to consider how their information behaviors maintained or evolved over time. Now implemented programmatically across the curriculum, liaison librarians are trained to adapt the template to their instructional contexts, selecting relevant prompts and methods of delivery for their needs. This approach not only fosters student metacognition, but also provides actionable insights into instructional trends and areas for growth. Attendees will learn how to design adaptable, reflective assessments that promote student engagement, contribute to meaningful instruction, and inform programmatic evaluation.