Abstract
This case study examines the development and implementation of a campus-wide assessment of the Information Literacy (IL) Core Competency at California State University, Fresno, during the 2023-2024 academic year. A cross-disciplinary faculty committee evaluated 153 upper-division General Education student papers using a rubric adapted from the Association of American Colleges and Universities (AAC&U) VALUE rubric and aligned with the Association of College and Research Libraries (ACRL) Framework for Information Literacy. Through norming sessions, rubric revision, and collaborative scoring, the project revealed key challenges in evaluating IL across disciplines, particularly in achieving interrater consistency and interpreting student work in the absence of assignment context. The study explores how faculty from different academic fields interpreted IL criteria and how librarians contributed a focused lens on information behaviors. Reflections from the assessment process offer practical recommendations for improving rubric design, fostering interdisciplinary dialogue, and supporting institution-wide assessment practices. The findings underscore how shared assessment efforts can strengthen institutional understanding of IL and inform both instruction and faculty development.
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