Shared Outcomes
Instructors and the Embedded Librarian should consider using a set of shared outcomes to address student success. Together, they must determine the criteria to define a successful result (Mlinar, 2019, p 91). The purpose of this page is to assist faculty and embedded librarians with developing shared outcomes for success.
CRAAP Test Criteria For Evaluating Information
Currency: The timeline of the information
Relevancy: The importance of the information for your needs
Authority: The source of the information
Accuracy: The reliability, truthfulness, and correctness of the information
Purpose: The reason the information exists
(Merriam Library, 2010)
Examples of Shared Outcomes
| Librarian Outcome | Instructor Outcome | Shared Outcome |
| Students will use library databases to find articles for their assignments on careers. | Students will use better sources in their research assignments. | Students will learn how to find credible sources for their research assignments. |
| Students will learn how to use the CRAAP test to evaluate information. | Students will learn how to recognize fake news. | Students will learn how to evaluate information. |
| Students will explore the concept that scholarship is a conversation. | Students will cite their sources using MLA-style formatting. | Students will learn how to use information ethically and understand the role their research plays within the scholarship of a discipline. |
Table adapted from Table 7.1 Examples of Shared Outcomes in a First-Year Experience Class
Mlinar, C. (2019), "Embedded and Empowered: Practical Guide for Librarians. Rowman & Littlefield".
Example of Non-Collaborative vs. Collaborative Instruction
| Non-Collaborative Instruction | Collaborative Instruction |
| Librarian has limited access to student instruction (one-shot session). | Librarian has multi-contact points for interacting with students throughout the semester. |
| The librarian examines the syllabus and makes suggestions. | Instructor and librarian design curriculum and instructional delivery. |
| The instructor works with a different librarian each semester. | The instructor develops a working relationship with a single librarian or a small group of librarians. |
Table adapted from Table 7.2 Example of Non-Collaborative vs. Collaborative Instruction.
Mlinar, C. (2019), "Embedded and Empowered: Practical Guide for Librarians. Rowman & Littlefield".
Information Literacy- Higher Education
An information literate individual is able to:
• Determine the extent of information needed;
• Access the needed information effectively and efficiently;
• Evaluate information and its sources critically;
• Incorporate selected information into one’s knowledge base;
• Use information effectively to accomplish a specific purpose; and
• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.
(ACRL Standards, 2000)
Information Literacy Standards & Outcomes
TSU Embedded Librarian Program Guide is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.