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The research emphasizes assessment as a continuous, action-oriented cycle—closing one loop and reopening another to repeat the process. Authors analyzed 79 English composition papers for evidence of information literacy skills, building on prior benchmarks and expanding instruction targeting topic refinement and information synthesis. Two rubrics and citation analysis measured impact.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/closing-the-loop-engaging-in-a-sustainable-and-continuous-cycle-of-authentic-assessment-to-improve-library-instruction/599057/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/closing-the-loop-engaging-in-a-sustainable-and-continuous-cycle-of-authentic-assessment-to-improve-library-instruction/599057.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study demonstrate about authentic assessment in library instruction?","Question",{"text":112,"@type":113},"It demonstrates how librarians sustained authentic assessment across studies to inform changes in an information literacy curriculum. It also highlights assessment as a cyclical process that closes one loop and restarts to improve learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the authors evaluate students’ information literacy skills?",{"text":117,"@type":113},"They analyzed 79 English composition papers for evidence of information literacy skills. They used two rubrics and citation analysis to identify shifts in learning outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"Which student skill areas did the revised library instruction lessons target?",{"text":121,"@type":113},"The lessons targeted skills students struggled with most, especially topic refinement and information synthesis. Results indicate improvements in synthesis, topic refinement, and source variety.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599057,1792231736,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Communications in Information Literacy  \n\n| Volume 12 | Issue 2 | Article 2 |\n| --- | --- |\n| 2018\u003Cbr>Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction Teagan Eastman\u003Cbr>Utah State University, [teagan.eastman@usu.edu](teagan.eastman@usu.edu)[ ](teagan.eastman@usu.edu)Kacy Lundstrom\u003Cbr>Utah State University, [kacy.lundstrom@usu.edu](kacy.lundstrom@usu.edu)[ ](kacy.lundstrom@usu.edu)Katie Strand\u003Cbr>Utah State University, [katie.strand@usu.edu](katie.strand@usu.edu)[ ](katie.strand@usu.edu)Erin Davis\u003Cbr>Utah State University, [erin.davis@usu.edu](erin.davis@usu.edu)[ ](erin.davis@usu.edu)Pamela N. Martin\u003Cbr>Utah State University, [pamela.martin@usu.edu](pamela.martin@usu.edu)\u003Cbr>See next page for additional authors\u003Cbr>Let us knowhow access to this document benefits you. Follow this and additional works at: [https://pdxscholar.library.pdx.edu/comminfolit](https://pdxscholar.library.pdx.edu/comminfolit) |  |\n\nRecommended Citation  \nEastman, T., Lundstrom, K., Strand, K., Davis, E., Martin, P. N., Krebs, A., & Hedrich, A. (2018). Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction. Communications in Information Literacy, 12 (2), 64-85. [https://doi.org/10.15760/comminfolit.2018.12.2.2](https://doi.org/10.15760/comminfolit.2018.12.2.2)  \nThis Research Article is brought to you for free and open access. It has been accepted for inclusion in Communications in Information Literacy by an authorized administrator of PDXScholar. For more information, [please contact](please contact pdxscholar@pdx.edu)[ pdxscholar@pdx.edu](please contact pdxscholar@pdx.edu).  \nClosing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction  \nAuthors  \nTeagan Eastman, Kacy Lundstrom, Katie Strand, Erin Davis, Pamela N. Martin, Andrea Krebs, and Anne Hedrich  \nThis research article is available in Communications in Information Literacy: https://pdxscholar.library.pdx.edu/comminfolit/vol12/ iss2/2  \nEastman et al.: Closing the Loop  \n 64  COMMUNICATIONS IN INFORMATION LITERACY | VOL. 12, NO. 2, 2018  \nClosing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction  \nTeagan Eastman, Utah State University; Kacy Lundstrom, Utah State University; Katie Strand, Utah State University; Erin Davis, Utah State University; Pamela N. Martin, Utah State University; Andrea Krebs, University of Illinois at Urbana-Champaign; Anne Hedrich, Utah State University  \nAbstract  \nThis study demonstrates how a team of librarians sustained authentic assessment across multiple studies in order to inform changes to an information literacy curriculum. It demonstrates the cyclical and action-based nature of assessment, including closing one loop only to reopen another and begin the assessment process again, emphasizing the importance of sustainability and making changes that increase student learning. Researchers analyzed 79 English composition papers for evidence of information literacy skills, expanding upon a previous study which established information literacy skill benchmarks. Findings from the previous study led to the development of new library instruction lessons, which targeted skills students struggled with – mainly topic refinement and information synthesis. To measure the impact of the modifications, the authors used two rubrics as well as a citation analysis to identify shifts in student learning. Findings indicate that the new lessons contribute to student improvements in synthesis, topic refinement, and source variety. This study illustrates the importance of engaging in an ongoing cycle of assessment and continually making improvements to instruction practices while implementing evidencebased decisions.  \nKeywords: authentic assessment, assessment cycle, sustaining assessment, information literacy  \nEastman, T. et al. (2018) ","cbCaiht2S55QaPmA","https://ap.wps.com/l/cbCaiht2S55QaPmA","pdf",489112,24,"English","# Introduction\n## Assessment cycle and benchmarks\n## Methods and analysis\n## Findings\n## Discussion and implications","[{\"question\":\"What does the study demonstrate about authentic assessment in library instruction?\",\"answer\":\"It demonstrates how librarians sustained authentic assessment across studies to inform changes in an information literacy curriculum. It also highlights assessment as a cyclical process that closes one loop and restarts to improve learning.\"},{\"question\":\"How did the authors evaluate students’ information literacy skills?\",\"answer\":\"They analyzed 79 English composition papers for evidence of information literacy skills. They used two rubrics and citation analysis to identify shifts in learning outcomes.\"},{\"question\":\"Which student skill areas did the revised library instruction lessons target?\",\"answer\":\"The lessons targeted skills students struggled with most, especially topic refinement and information synthesis. Results indicate improvements in synthesis, topic refinement, and source variety.\"}]","Closing the Loop: Engaging in a Sustainable and Continuous Cycle of Authentic Assessment to Improve Library Instruction | PDF",1792088088]