Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance Citation: Booth, C., Lowe, M. S., Tagge, N., & Stone, S. M. (2015). Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance. College & Research Libraries, 76(5), 623-651. doi:10.5860/crl.76.5.623 Summary: The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of “authentic” assessment in determining actual learning outcomes. This mixed-methods study presents findings in each area and examines their implications for effective IL course collaborations. Analysis: This applies directly to my academic library as our newest librarian addition is our Online Instruction Librarian.  She is working on teaming with our Distance Education department to imbed library services into Canvas, but also will be reaching out and working with faculty members to improve the partnership with the library in the classroom (online).  I appreciate this study for its findings on what’s worked and suggestions it makes to this end.