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In response to a growing need for the library to articulate the success of its efforts in terms of student learning outcomes, librarians at the University of the Pacific Library developed a plan to assess library instruction. The assessment project included the selection of a population, the development of learning objectives, the development of assessment devices, and data collection and analysis. This paper describes the process and presents the results of a case study of assessment of library instruction for first‐year students. Suggestions as to how assessment can lead to the development of good practices in both instruction and evaluation are given.

The purpose of this paper is to report the results of an assessment study of undergraduate students' achievement of information literacy learning outcomes in a first‐year research and writing course.

The object of the assessment was a group of bibliographies compiled by the students. The librarian and other faculty members created a scoring rubric based on course learning objectives and the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards for Higher Education. The rubric was used to score the bibliographies to determine the students' levels of mastery of the objectives, their use of library‐licensed vs freely available web sources, and differences among the classroom learning environments.

The paper finds that students' academic work is a useful gauge of their achievement of information literacy‐based learning outcomes. A rubric is a valuable assessment tool that provides a reliable and objective method for analysis and comparison.

Research in assessment offers libraries the opportunity to measure their contribution to the educational missions of their institutions. As there is no “one size fits all” in assessment, it is important to explore and publish a variety of assessment approaches to expand this area of knowledge.

The results of this study led to certain changes in the library's delivery of instruction. Dissemination of the results may also prompt more widespread acceptance of the role of information literacy in higher education. Other libraries may find additional applications for this assessment approach.

This paper contributes to the base of empirical research about library instruction, information literacy, and assessment using the ACRL Standards. Although other information literacy rubrics exist, there is a shortage of publications that report the results of their application to student academic work.

The purpose of this paper is to report on a study conducted about international students’ use of academic libraries at three campuses: a medium‐sized private institution, a state university, and a small private school. In light of a growing number of international students on US campuses, the paper has questions about why they do or do not visit the library, their use of media, and their preferred information and communication resources. The study offers suggestions for ways to make the library more central to the students' experiences.

The investigators collected data from a review of relevant literature, an analysis of academic library web sites that offer information for international students, a poll of listservs, surveys of students, and focus groups. The information was analyzed for themes or trends that could influence the provision of services.

International students are an underserved population who use the library primarily as a place for study. Academic librarians can take simple, practical steps to encourage this group of students to use all library resources and services.

This study compiles information from published and electronic sources, as well as surveys and focus groups. Rather than make assumptions about library use by international students, this study obtains first‐hand information by asking the students themselves.