INLS 782: Library Assessment

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"If you don't like change, 
 you're going to like irrelevance even less."

-- General Eric Shinseki, 
   former U.S. Army Chief of Staff

Course description

This course will be offered online in the Fall 2013 semester.

This course will provide an overview of evaluation and assessment activities in libraries. Students will consider various library operations as evaluands, and the extent to which these operations are evaluable. Students will become familiar with existing tools for evaluating library operations, will design their own evaluation, and conduct their own evaluation project on a library function or service.

Tableau's data visualization software is provided through the Tableau for Teaching program.

This course will address the following themes:

  1. Introduction to evaluation, broadly construed, and approaches to evaluation that are common in libraries. The guiding questions for this unit are as follows:
    • What is evaluation?
    • What constitutes a good evaluation?
    • What is the difference between evaluation and research?
    • What approaches to evaluation are used in evaluating libraries?
  2. Overview of library operations and services, and how those are evaluated. Guiding questions:
    • What are the functions of a library? What activities and operations are engaged in by the library? What services are provided by the library?
    • What operations and services of the library are evaluable?
    • What data do the various operations and services of the library generate, that might be used in an evaluation? What data would be desirable to collect to evaluate a library function?
  3. Critique of existing evaluations of library operations and services, and investigation of existing evaluation instruments. Guiding questions:
    • What approaches to evaluating various library operations have been tried?
    • What data collection instruments already exist for evaluating library operations?

There is a Catch-22 involved in this course: conducting an evaluation depends on the appropriate use of methodology, but you will most likely not yet have completed INLS 780: Research Methods. We will make heavy use of various methodologies in this course. But this is not a course on research methods. We will therefore address specific methods as appropriate for the work in this course. For a more systematic approach to methodology, take INLS 780.

Course objectives

By the end of the course, students will be able to:

  • Identify library functions and services that must be assessed.
  • Plan, design, and implement an assessment program in a library.
  • Analyze and interpret the data from an assessment, and present that data for diverse audiences.


Jeffrey Pomerantz, Ph.D.

Associate Professor

School of Information and Library Science

University of North Carolina at Chapel Hill

CB 3360, 100 Manning Hall

Chapel Hill, NC 27599-3360

v: 919-962-8064

f: 919-962-8071

pomerantz at unc dot edu



A note about office hours: I live in Seattle, WA & will therefore not be holding in person office hours in Chapel Hill. I will hold virtual office hours using Google Hangouts. And I am reachable by all of the fine media listed above. Contact me via any means you prefer. I'm happy to schedule a phonecall if you require a longer conversation.
Curriculum vitae

Course management

I will hold virtual office hours throughout the semester, using Google Hangouts or BigBlueButton or some other tool. During the first 2 weeks of the semester we will have 2 Hangouts per week. After that we will decide if they're popular enough to maintain 2 per week, or if we should scale it back to 1 per week.


This course will blend synchronous and asynchronous elements of online teaching and learning. Here is my plan for which components of the course will be in which mode.


  • Content delivery via video micro-lectures
  • Discussion in threaded forums


  • Virtual office hours
  • Collaboration on group project work

Minimum technology requirements

In order to participate fully in this course, you will need to have access to a computer, with:

  • High-speed internet access
  • A webcam
  • A microphone

Textbook & reading

There are two required texts for this course:

Matthews, J. R. (2007). The Evaluation and Measurement of Library Services. Westport, CT: Libraries Unlimited.

This book is available in the Student Stores and on reserve in the SILS library. Also available from Amazon or any online bookseller.

Davidson, E. J. (2012). Actionable Evaluation Basics: Getting succinct answers to the most important questions.

This book is available from Amazon and Smashwords in a variety of formats.

All readings will be assigned on the course Schedule. Readings not from Matthews will be available on the free web, as an e-journal, via the Library's e-reserves, or via this wiki. Readings are also listed in my course Pinboard feed.

Additional reading

Other good books on evaluation generally and evaluation in libraries specifically include:

Baker, S. L., & Lancaster, F. W. (1991). The Measurement and Evaluation of Library Services. Arlington, VA: Information Resources Press.

Davidson, E. J. (2005). Evaluation Methodology Basics: The Nuts and Bolts of Sound Evaluation. Thousand Oaks, CA: Sage Publications.

Durrance, J. C., & Fisher, K. E. (2005). How Libraries and Librarians Help: A Guide to Identifying User-centered Outcomes. Chicago: American Library Association.

Patton, M. Q. (2008). Utilization-Focused Evaluation. Thousand Oaks, CA: Sage Publications.

Scriven, M. (1991). Evaluation Thesaurus, 4th ed. Newbury Park, CA: Sage Publications.

The Association of Research Libraries (ARL) sponsors a biannual Library Assessment Conference. The next conference will be 4–6 August 2014. You should go.

ARL also maintains the ARL ASSESS listserv, which is worth subscribing to.

I've also aggregated a bunch of RSS feeds from assessment- and evaluation-related sources. (Subscribe to the feed using this URL.)


Develop an Assessment Project


Grading rubric & other policies

See my course grading rubric.

See my course policies.

See the Online Class Statement.

Assignments constitute the following percentage of your final grade:

  • First draft project plan = 15%
  • Second draft project plan = 15%
  • Presentation on prior evaluations = 15%
  • Progress report = 15%
  • Final report = 25%
    • Evaluation report = 10%
    • Reflections = 5%
    • Evaluation plan = 10%
  • Participation = 15% (This is a greater percentage of the final grade than I usually assign to participation, but participation is more important in an online course.)


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