Information literacy—the ability to find, evaluate and use information effectively—is an essential skill set for college students but one that can be challenging to measure. This paper demonstrates that grading student assignments using analytic rubrics with measurable outcomes is a very effective way of meeting this assessment challenge. Students in upper-division business courses attended a library session on research skills and then were given course-embedded assignments, such as case analyses and research reports, designed to help them demonstrate their ability in using information. The completed assignments were measured using a standardized rubric and the results showed strong improvement in information literacy-related learning outcomes. This study also demonstrates how librarians enhance and support student learning of information literacy by teaching in-depth research skills. The results presented in this paper will be helpful to administrators, faculty, and librarians in higher education who are introducing programs on the development and assessment of information literacy skills.