This article presents a case study in establishing an information literacy instruction and assessment program for first-year university students at the University of Colorado. Rather than presenting assessment data, we document the process in which our department engaged with the student learning assessment cycle, with the intention of allowing other information literacy professionals to see how we established an instruction program for first-year English Composition. We include a description of in-class exercises, rubrics, and the procedures we followed in order to assess the foundational information literacy skills of first-year students on our campus. This assessment was not conducted to demonstrate what students learned from librarians (thereby illustrating the value of library instruction). Rather, we assessed student learning to ascertain the information literacy skills students bring with them into a first-year English Composition course.