Quality Assurance in Teaching Information Literacy

When offering courses for learning information literacy, libraries face the challenge of assuring quality. How can strengths (as well as weaknesses) of our information literacy courses be wisely identified? What can be done to meet the needs of our courses' participants? Among others, the systematic training in teaching methods and regular evaluations, practiced by the participants of information literacy courses, belong to the popular instruments of quality assurance when teaching information literacy. Last year the University Li-brary of Wuerzburg tested two further instruments: on the one hand a systematic survey of members of staff, who are involved in teaching, was carried through. On the other hand the "collegial feedback" was tested, which means that lecturers are evaluated by other lecturers. This article outlines both instruments, reporting the experiences made by the University Library of Wuerzburg and stating the pros and cons, which showed up in practice.