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Faculty Resources

Explanation of the ILAC Plan (Information Literacy Across the Curriculum) plus common research-related resources for faculty

The Information Literacy Across the Curriculum (ILAC) Plan

ILAC Goal and Outcomes


Students will make effective use of library and other information resources in order to participate as knowledgeable, responsible members within their disciplines and society.


  • Students will strategically find information appropriate to their learning tasks. [WLOs 2]
  • Students will perceptively evaluate and choose information appropriate to their learning tasks. [WLOs 2 & 4]
  • Students will effectively and ethically use information appropriate to their learning tasks. [WLOs 2 & 4]

3 Evaluation Questions

PATS, CRAAP, SIFT...librarians love their acronyms for evaluation! But you know who doesn't love them? Student brains! At Wartburg, we've moved to using the 3 Evaluation Questions to frame how to assess the relevancy and credibility of a source. Students already answer these questions about every sourcce they use--they just don't realize it. The questions are also scalable, working for basic evaluation all the way through complex evaluation in the Capstones.

The questions also work perfectly with lateral reading: lateral reading is how we answer "What is it?" but we don't always call it lateral reading, as that is another yet another librarian-ese term.

What is it? Why do I care? What does it really say?

You can see how we build knowledge of answering these questions in IS 101 and IS 201. Or, ask your librarian for more information!

Introductory, Developing, and Proficient Levels



Introductory information literacy is found in those courses in which the basics of information-seeking must be introduced in order to accomplish beginner-level research projects.

Introductory information literacy outcomes are officially addressed as part of Wartburg’s curriculum in the following Essential Education Courses:

  • IS 101, IS 201, EN 112, Com 112, and the Scientific Reasoning courses. To learn more about the specifics of Essential Education Information Literacy requirements, see the full Plan of Essential Education.


Developing information literacy is found in courses that can be identified by their introduction to and requirement of major investment in discipline-specific resources. Complexity in search strategy, complexity in evaluation, and application of tools of evaluation are explored. Developing level courses could be anywhere from 100 to 400-level courses; the identification is left to the discretion of librarians and departments.


Proficiency in information literacy skills and concepts is discipline-specific, just as developing skills are. Application of and complexity in evaluation play a major role at this level. New material focuses on introduction to lifetime information literacy. Proficient information literacy students address the application of the ethical use of information at a real-world level. Courses at the proficient level are most often those labeled “Capstone” or “Senior Seminar.”

ILAC and the ACRL Framework

The ILAC Plan complements and interprets the ACRL Framework for Information Literacy

ACRL Framework as pleasant bookmark images


Information Literacy across the Curriculum Beginnings

Vogel Library's mission from roughly 2000-2018 was to educate information-literate lifelong learners. Our information literacy program was the flagship of that effort, with all library resources, spaces, people, programs, and instruction contributing toward this goal. Such a unified approach to student success helped the library be instrumental in a campus culture that fosters and encourages a rich variety of learning-focused research, accountability, and integrative inquiry. In order to achieve such outcomes, we supported the national Information Literacy Competency Standards for Higher Education,  active from 2000-2016.

We also recognized that libraries have an ongoing responsibility to help students create new knowledge, understand the changing dynamics of the world of information, and use information, data, and scholarship ethically. Such conceptual understandings about research and scholarship are supported by ACRL's  The Framework for Information Literacy in Higher Education, which officially replaced the ACRL Standards in June of 2016.

At Vogel Library, we strive to make every encounter an educational experience that reinforces concepts and offers guided practice, whether at the service desk, in an instructional setting, through individual or group consultations, or via the many ways we offer personal or online assistance.

Evolving through the years

As part of the college-wide initiative that developed the Wartburg Plan of Essential Education, the Information Literacy Across the Curriculum (ILAC) program at Wartburg College began in Fall 2000. The ILAC program featured embedded information literacy components within five core courses of the Plan of Essential Education and within each department. This innovative program quickly earned national recognition from the Association of College & Research Libraries for “Best Practices in Information Literacy” in 2002, and the program has been cited multiple times in the literature discussing the development of information literacy programs. See "Learner's Library" document to the left for then-director Jill Gremmels' vision.

Following an internal review beginning in 2010, the library began using updated language to describe the ILAC program (see the tab to the left, "ILAC Plan and Support for Faculty). This language builds on the existing foundation by expanding the scope to be more intentional in integrating information literacy throughout the students' academic development. The comprehensive approach of Novice, Intermediate, and Advanced steps stresses the importance of information literacy not just in course-related research, but also in developing and assessing relevant skills and dispositions important to a Wartburg graduate as outlined in the College's Common Learning Outcomes. It provides a scaffold to build upon as we begin to incorporate the nationally-approved information literacy framework — which ultimately strengthens our mission of educating information-literate lifelong learners.

As Wartburg increasingly focuses on selected learning outcomes, such as the ability of students to demonstrate inquiry in academic pursuits (Deep & Distinctive Knowledge), and to work with others to communicate effectively based on a solid background of appropriate research, data, and discourse (Collaboration / Communication), Vogel Library provides appropriate and relevant materials in multiple formats, technologically-rich spaces, learning-focused instruction, and librarian expertise to aid students in reaching their goals and assessing their success.

Additionally, in support of Wartburg College's Strategic Plan 2010-2020, the the revised ILAC goals will expand deep and integrative learning (Goal 1) by supporting the development of essential intellectual skills necessary for academic success and reviewing existing practices and exploring new opportunities (Objectives 2 and 3); as well as identifying and implementing appropriate methods of assessment (Objective 4). The ILAC Program is central in maintaining a long-range plan for the Library regarding teaching and learning infrastructure (Goal 4) and is pivotal in supporting the "Learning" pillar of Wartburg College's mission.

In 2018, Vogel Library created a library mission, vision, and goals which show that the library as a whole supports student development.

ILAC Philosophy

Vogel Library's mission is to educate information-literate lifelong learners.  This mission exists in direct support of Wartburg College's claim that “students will live out their learning beyond the classroom and develop a spirit of lifelong inquiry.”  Our ILAC program, integrated into academic courses in partnership with faculty, is the flagship of that effort, but all library operations contribute to this goal.  Whether it be acquisitions, reference-assistance, technology, staffing, space-planning, resource-sharing, circulation, or instruction, the many aspects of Vogel Library are student-centered and mission-driven.

While, as described in the Introduction, we did embrace ACRL's national Information Literacy Competency Standards for Higher Education and that document's definition of information literacy: “a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information”; we now fully support and articulate the ILAC Plan outcomes using the language of the ACRL's The Framework for Information Literacy in Higher Education.

The Framework grows out of a belief that information literacy will realize its potential only through a richer, more complex set of core ideas, and it describes the role that knowledge practices and dispositions play in designing learning outcomes. It offers an expanded definition of information literacy and is organized into six frames, each consisting of a concept central to information literacy, a set of knowledge practices, and a set of dispositions. The Framework offers an expanded definition of information literacy that emphasizes individual growth and community learning that is not yet in the official language of this college, although the underlying values are certainly echoed across our Plan of Essential Education, Mission, and Strategic Plan:

Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.

Wartburg College's ILAC outcomes do prepare students to interact with information through the six frames of the ACRL Framework from a variety of viewpoints and abilities. In fact, Wartburg's ILAC Plan is particularly suited to the frames, due to its innate attention to the idea of degrees of ability and application within discipline-specific scenarios.

In an environment of rapid technological change and proliferating information resources, individuals face diverse, abundant information choices in their academic studies, the workplace, and their personal lives. As such, regardless of college major, it is critical that Wartburg graduates develop and apply the skills and dispositions to navigate and collaborate in an information-rich world.

We continue to share in campus examination of the role information literacy plays in deeper and integrative learning.  We believe it serves as a transformative part of the Wartburg experience, in and out of the classroom.  Course-integrated instruction, in partnership with librarians, connects with real and holistic needs, as well as allowing practice and reinforcement of vital life skills integral to student learning in all disciplines.   As our students inquire, evaluate and incorporate knowledge, draw and share conclusions, and grow ethically in the process, Wartburg's ILAC program provides an essential link between the academic library, core scholastic practice, and real-life applications.

Library Building History



Homuth Library

  • The first library structure on the Waverly campus.


Engelbrecht Library

  • Significant building upgrades were made to the existing Homuth Library structure, including the addition of a second floor.
  • August Engelbrecht was Wartburg College's president from 1909-1933.


Robert and Sally Vogel Library

  • Significant building upgrades were made to the existing Engelbrecht structure, including the addition of a large "learner's library" space at the front and a rotunda including the Konditerei coffee shop.
  • Robert Vogel was Wartburg College's president from 1980-1998; significant donations were made by the Vogels for the purpose of this update.

More information can be found by searching in the Wartburg Archives or contacting Karen Lehmann, Emeritus Librarian, at

Vogel Library, Wartburg College   |   100 Wartburg Blvd, Waverly, IA, 50677 |   Phone: 319-352-8500   | Email: