College Information Literacy Efforts Benchmarks -  
College Information Literacy Efforts Benchmarks presents the results of an information literacy higher 
education benchmarking study.  More than 110 colleges from the United States and Canada participated in 
the study; data is broken out by size and type of college, for public and private colleges, for US and 
Canadian colleges, and even by number of in-class instructional sessions given.  Uniquely, this report also 
breaks out data separately at institutions at which librarians have faculty status, an at which they do not.  

The 175 page study presents an enormous wealth of often completely unique statistics, including data on: 
use of library personnel for instruction, instructional work load, change in number of presentations or 
classes, Assessment of skill level of students in the following areas: Boolean searching, evaluation of 
website information credibility, recognition of plagiarism, use of the online library catalog, use of search 
engines, use of periodicals databases, and use of eBook collections; frequency of issuing tests to assess 
student skills in Access, Excel, Word, Windows and other common programs, frequency of use of 
information literacy tests of various kinds for incoming freshmen and transferees; percentage of colleges 
that require an information and/or computer literacy test for graduation, means of performance assessment 
for information literacy and other library science instructors, use of librarian and instructor assessment 
forms; length of time spent in information literacy sessions, role of information literacy in student 
orientations and introductions,  percentage of colleges that offer information literacy services trough a 
distance learning student orientation; percentage of colleges with a 0,1,2 or 3 credit information literacy 
course, plans to develop such courses, the cross listing of such courses; rate of requiring information 
literacy training within the context of a basic introductory English composition of other type of basic 
course; overall likelihood of adaptation of a format information literacy graduation requirement; current 
offerings and plans to offer an online information literacy course; percentage of colleges with librarians that 
serve on the curriculum committee; use of blogs, listservs, course management systems and social 
networking sites for info literacy purposes;  view of the English Department’s performance in carrying out
information literacy responsibilities; availability of and use of interactive info literacy tutorials; software 
programs used in developing tutorials; use of video tutorials; assessment of the library’s role in student 
computer technology training; use of special “drop-in” sessions,; use of information literacy instructional 
labs, number of seats for such labs, capacity utilization for the labs, age of the lab; forecast level of 
investment in technology, space, software and equipment for information literacy purposes over the next 
three years.
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