Abstract

In the last two decades, fundamental changes in information distribution, in the general economy, and in the behaviors of faculty, students, and library staff have problematized the question of an academic library’s value and how it can be measured. This article reviews those changes and, drawing on research linked to the Collegiate Learning Assessment exam and Project Information Literacy, identifies undergraduate learning outcomes as an educational "pain point" that libraries are well-positioned to address. It argues that measuring libraries’ value in terms of supporting improved undergraduate learning outcomes will lead increased funding prospects and greater relevancy.

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Additional Information

ISSN
1530-7131
Print ISSN
1531-2542
Pages
pp. 353-367
Launched on MUSE
2014-07-10
Open Access
No
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