This paper outlines the process and results of an authentic assessment of student work using a revised version of the AAC&U's Information Literacy VALUE rubric. This rigorous assessment, which included the scoring of nearly 900 student papers from four different stages across the undergraduate curriculum, revealed much about the process of authentic assessment of student learning, the struggles and competencies of our students, and a clear path forward for improving practice. It also gave us a broad view of student learning, allowing us to immerse ourselves in student work and providing a stronger narrative to share with stakeholders.or the last several years, stakeholders across higher education have been calling for greater accountability and transparency, especially in the assessment of student learning. High-profile books and articles have questioned the degree to which students are actually learning the knowledge and skills required to be successful and productive citizens.1 Reform movements are challenging the status quo, including the credit-hour system for defining degrees, and calling for clearer definitions of learning outcomes and competency-based measures of success and completion.

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This article will highlight various uses for historical soil survey publications of the United States, discuss their management in libraries, and introduce an inventory to simplify their discovery. This inventory, provided as freely available supplementary material to this article, is a searchable list of publications organized by state. It can be adapted to the needs of individual libraries.

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